Evaluation methods for Turkish teachers of German as a Foreign Language
DİYALOG. Interkulturelle Zeitschrift für Germanistik, cilt.14, sa.1, ss.134-155, 2026 (TRDizin)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 14 Sayı: 1
- Basım Tarihi: 2026
- Doi Numarası: 10.37583/diyalog.1951623
- Dergi Adı: DİYALOG. Interkulturelle Zeitschrift für Germanistik
- Derginin Tarandığı İndeksler: Central & Eastern European Academic Source (CEEAS), MLA - Modern Language Association Database, TR DİZİN (ULAKBİM), MLA International Bibliography
- Sayfa Sayıları: ss.134-155
- Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
- Trakya Üniversitesi Adresli: Evet
Özet
This study explores which evaluation methods are used and preferred by Turkish teachers of German as a Foreign Language. The aim is to identify current practices, highlight their strengths and weaknesses, and derive recommendations for improving language assessment in foreign language instruction. The study is based on a descriptive research design and uses a standardized questionnaire distributed to 94 teachers working at state and private schools in Turkey. The data were analyzed using SPSS with descriptive statistical methods. The results provide insights into teachers’ preferences for classical (summative) and alternative (formative) assessment methods and reveal potential for the further development of competence-oriented, formative assessment practices. This study contributes to the advancement of quality standards in DaF assessment and supports the professionalization of teachers’ assessment literacy.