A CASE STUDY ON THE EVALUATION OF WRITING SKILL IN TEACHING TURKISH AS A FOREIGN LANGUAGE

Abstract

It is important that exams are scored and evaluated correctly in the writing skills. Even if the validity and reliability of the prepared exam is high, the error in the evaluation will reduce the validity and reliability of an exam. Therefore, it is an issue that we should focus on measuring and evaluating in writing skills. The fact that the measurement part is supported by various studies but there are deficiencies in the evaluation part raises the problem of evaluating the ability to write. Hence, making accurate assessments will make the process more objective and efficient if the student receives the feedback of the mistakes, they have made and the teachers have standard criteria to assist them during the evaluation phase. There are varieties of measurements often used in education to measure student success such as written exams, multiple choice exams, and so on. These exams are not about the processes of students, but about the results of the exams. Rubrics are one of the most common and powerful measuring tools used in assessment. In this study, it has been tried to determine how writing skills are evaluated in TÖMERs, which are stated in the limitations in the field of teaching Turkish to foreigners, how the measurement and evaluation processes progress, whether or not the evaluations differ from institution to institution, and within this framework, it has been tried to analyze whether a standard rubric for writing skills is necessary or not. As a result, the deficiencies in the evaluation of writing skills were determined and it was concluded that a standard rubric was required.