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4
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58
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15
Bu çalışmanın amacı yabancı dil olarak Türkçe öğretenlerin hazırladıkları metin altı sorularını Yenilenmiş Bloom Taksonomisine göre incelemektir. Bu araştırmada nitel araştırma yöntemlerinden doküman analizi yöntemi kullanılmıştır. Araştırmanın çalışma grubunu İstanbul’da özel bir üniversitenin Türkçe Öğretimi Araştırma ve Uygulama Merkezinde çalışan 15 öğretmen oluşturmaktadır. Araştırmadan elde edilen bulgu ve sonuçlara göre 15 öğretmenin A1 düzeyindeki 2 metne yönelik toplam 238 soru hazırladıkları, bu soruların 55’inin ölçme ve değerlendirme bakımından hatalı olduğu, geriye kalan 183 sorunun ise 105’inin hatırlama, 61’inin anlama, 8’inin uygulama, 8’inin analiz etme ve 1’inin yaratma basamağında olduğu, uygulama basamağına yönelik soru bulunmadığı B1 düzeyindeki 2 metne yönelik toplam 237 soru hazırladıkları, bu soruların 95’inin ölçme ve değerlendirme bakımından hatalı olduğu geriye kalan 142 sorunun ise 59’unun hatırlama, 58’inin anlama, 1’inin uygulama, 21’inin analiz etme 3’ünün yaratma basamağında olduğu, değerlendirme basamağına yönelik soru bulunmadığı 10 öğretmenin C1 düzeyindeki 2 metne yönelik toplam 191 soru hazırladıkları, bu soruların 85’inin ölçme ve değerlendirme bakımından hatalı olduğu geriye kalan 106 sorunun ise 46’sının hatırlama, 51’inin anlama, 7’sinin analiz etme, 2’sinin değerlendirme basamağında olduğu, uygulama ve yaratma basamaklarına yönelik soru bulunmadığı tespit edilmiştir.
The aim of this study is to study the six text questions that the Turkish teachers as a foreign language prepare according to the Renovated Bloom Taksonomy. In this study, the method of document analysis was used from the quality research methods. The research work group consists of 15 teachers working at the Turkish Teaching Research and Applied Center of a private university in Istanbul. According to the findings and findings obtained from the study, 15 teachers have prepared a total of 238 questions for 2 text at A1 level, 55 of these questions are erroneous in terms of measurement and evaluation, the remaining 183 questions are 105 memory, 61 understanding, 8 implementation, 8 analysis and 1 in the stage of creation, there are no questions for the stage of implementation; they have prepared a total of 237 questions for 2 text at B1 level, the remaining 142 questions are erroneous in terms of measurement and evaluation, and the remaining 142 questions are 59 memory, 58 understanding, 1 application, 21 analysis, 21 analysis, 21 analysis, 21 analysis, 21 analysis, 21 analysis, 21 analysis, 21 analysis, 21 analysis, 21 analysis, 21 analysis, 21 analysis, 21 analysis, 21 analysis, 21 analysis, 21 analysis, 21 analysis, 21 analysis,
The aim of this study is to examine under the text questions prepared by Turkish language teachers as a foreign language according to the revised Bloom Taxonomy. In this study, used the one of the qualitative research method the document analysis. The study group of the research comprised 15 teachers who taught Turkish as a foreign language at the special university and who were reached through an easily accessible status sampling. Because five of the 15 teachers did not teach at the C1 level, 10 teachers comprised the study group at the C1 level. Regarding the findings and results acquired from the research, it was determined that the 15 teachers, according to the Bloom’s Revised Taxonomy and aimed at two A1-level texts, prepared a total of 238 questions, of which 55 of these questions were incorrect in terms of measurement and evaluation and that, of the remaining 183 questions, 105 were in the memory stage, 61 were in the meaning stage, eight were in the application step, eight were in the analysis step, and one was in the creation step; that there were no questions aimed at the evaluation step; that, aiming at two B1-level texts, they prepared a total of 237 questions, of which 95 were incorrect in terms of measurement and evaluation and that, of the remaining 142 questions, 59 were in the memory stage, 58 were in the meaning stage, one was in the application step, 21 were in the analysis step, and three were in the creation step and that there were no questions aimed at the evaluation step; and that, aimed at two C1-level texts, 10 teachers prepared a total of 191 questions prepared a total of 191 questions, of which 85 were incorrect in terms of measurement and evaluation and that, of the remaining 106 questions, 46 were in the memory stage, 51 were in the meaning stage, two were in the evaluation step, 7 were in the analysis step, and that there were no questions aimed at the application or creation steps.
Alan : Eğitim Bilimleri; Güzel Sanatlar; Sosyal, Beşeri ve İdari Bilimler
Dergi Türü : Ulusal
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