Abstract:

In this study, it is intended to determine whether there is a systematic measurement assessment in the word teaching, if there is, to determine the level of matching with the teaching content of this activity. In this framework, first 5, 6, 7 and 8 classes of Turkish lessons and worksbooks directly specific words that the teacher intends to define, equal meaning, opposite meaning, equal voice, basic meaning, mecaz meaning and term meaning related activities are determined by the word existence elements. According to the elements of this word existence later determined, listening/looking, speech, reading and writing activities, topic end evaluation questions, reading and listening/looking texts and the total of 100 exam papers were studied at each class level of 25 in the Turkish lesson. Finally, the 20 teachers who studied the exam papers were given opinions on the measurement in terms of the word teaching. The findings obtained as a result of the analysis of the data are as follows: in the lessons and study books and in the Turkish lesson exam, a very small portion of the target word existence elements were measured, in the questions about the word existence, the general word existence of the language was taken into account instead of the course content. The results of the interview also show that a large portion of teachers see measurement and evaluation as a necessity in word teaching, but they don’t have enough room for classroom practices in this regard. In light of these findings, the conclusion has been that there is no intended and regular practice aimed at evaluating the knowledge and skills of the students in the word teaching about the elements of the target word existence, and therefore the measurement and evaluation in the word teaching is neglected.