Özet:

In language classrooms, teachers are expected to employ a series of classroom assessment tools to monitor student development and revise teaching and learning activities accordingly. In this context, the study aimed to determine the types of classroom assessment methods and tools used by the participants who taught Turkish as a foreign language, the frequency with which the instructors used them, how they used them, and the assessment approach adopted by the instructors. The study adopted the case study design, and the participants were the instructors working at a Turkish Teaching Research and Applicant Center of a public university in the western Black Sea region in Turkey. Two types of basic data were collected in the process. First, observation was made for 54 lesson hours at the institution in question. Then, semi-structured interviews were held with the instructors working at the institution. It was found that cloze test and question-answer techniques were the most frequently used techniques for classroom assessment purposes, and the institutional focus was on summative assessment without any systematic alternative-formative approach for providing monitoring and feedback about student development, and the instructors were not knowledgeable about current assessment approaches but believed that it would be beneficial to learn and implement them

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