Abstract:

Assessment and evaluation are among the most important elements of an effective teaching process. Since writing, one of the productive language skills, is one of the skills that is most influenced by the nature of writing, the writer, and many other factors, the assessment process is difficult and tedious. In addition, especially when assessing writing in a second language, many factors, such as the rater’s experience, emotional state, etc., unintentionally involve in the assessment process. Therefore, the scores given by raters differ. Accordingly, the aim of this study is to develop a valid and reliable assessment tool at the A2 level that can be used in teaching Turkish as a foreign language. In the study, using qualitative and quantitative data together, the A2 level writing test, the expert opinion form, and the rubric served as data collection tools. In this direction, 10 student writing exams were used for the pilot study, and 34 student writing exams were used for the actual study. While the qualitative data were analyzed using Lawshe’s (1975) technique, intra-group correlation analysis was used to analyze the quantitative data. The results of the Lawshe (1975) analysis show that the content validity for each item, the sub-dimensions, and the total scale is adequate according to the literature, while the results of the intra-group correlation testing show that the inter-rater agreement for each item, the sub-dimensions, and the total scale is statistically excellent.

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