Research Article
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Understanding The Development of Language Assessment Literacy

Year 2018, , 89 - 106, 22.04.2018

Ahmet Erdost Yastıbaş , Mehmet Takkaç

https://doi.org/10.29029/busbed.364195
Cited By: 3

Abstract




















Language
assessment literacy (LAL) has become an important competence for English
language (EL) teachers to have; however, several studies conducted in the
literature indicate that Turkish EL teachers have low levels of LAL. Those
studies do not focus on how EL teachers develop their LAL. Therefore, the
present study aims to find out how Turkish EL teachers have developed their
LAL. The study was designed as a small scale qualitative study. Eight EL
teachers working at a Turkish university participated into the study. Semi-structured
individual interviews and focus group discussion were used to collect data. The
study was made trustworthy through member check, triangulation, and thick
description. The data collected were content-analyzed. The findings of the
study point out that previous assessment experience, assessment training, and
self-improvement influence the development of LAL in the participant EL
teachers. Self-improvement in which the participant EL teachers peer-assessed
their exams, practiced their theoretical information and gained experience by
assessing and evaluating their students is found to be the most effective in
developing LAL.

Keywords

Language assessment literacy development English language teachers

References

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  • ALAS, E. & LIIV, S. (2014). Assessment literacy of national examination interviewers and rater-experience with the CEFR. EESTI RAKENDUSLINGVISTIKA ÜHINGU AASTARAAMAT, 10, 7-22.
  • ALKHARUSI, H. (2011a). Self-perceived assessment skills of pre-service and in-service teachers. Jurnal Pendidikan Malaysia, 36(2), 9-17.
  • ALKHARUSI, H. (2011b). An analysis of the internal and external structure of the teacher assessment literacy questionnaire. International Journal of Learning, 18, 515-528.
  • ALKHARUSI, H. (2011c). Teachers’ classroom assessment skills: Influence of gender, subject area, grade level, teaching experience, and in-service assessment training. Journal of Turkish Science Education, 8(2), 39-48.
  • AMERICAN FEDERATION OF TEACHERS, NATIONAL COUNCIL ON MEASUREMENT IN EDUCATION, & NATIONAL EDUCATION ASSOCIATION. (1990). Standards for teacher competence in educational assessment of students. Retrieved from http://buros.org/standards-teacher-competence-educational-assessment-students
  • BOYD, E. (2015). Assessment literacy for teachers: How to identify and write a good test. In G. Pickering & P. Gunashekar (Eds.), Innovation in English language teacher education. Paper presented at the 4th International Teacher Education Conference, Hyderabad, India (pp. 134-140). British Council.
  • BRINDLEY, G. (2008). Educational reform and language testing. In E. Shohamy & N. H. Hornberger (Eds.), Encyclopedia of language and education (2nd ed.) (pp. 365-378). Springer Science+Business Media LLC.
  • BROADFOOT, P. M. (2005). Dark alleys and blind bends: Testing the language of learning. Language Testing, 22(2), 123-141. doi: 10.1191/0265532205lt302oa
  • BÜYÜKKARCI, K. (2016). Identifying the areas for English language teacher development: A study of assessment literacy. Pegem Eğitim ve Öğretim Dergisi, 6(3), 333-346.
  • CANSIZ AKTAŞ, M. & BAKI, A. (2013). Yeni ortaöğretim matematik öğretim programının ölçme değerlendirme boyutuyla ilgili öğretmen görüşleri. Kastamonu Eğitim Dergisi, 21(1), 203-222.
  • CHAN, Y-C. (2008). Elementary school EFL teachers’ beliefs and practices of multiple assessments. Reflections on English Language Teaching, 7(1), 37-62.
  • CRESWEL, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches (2nd ed.). Thousand Oaks, California, the United States of America: Sage Publications.
  • DAVISON, C. & LEUNG, C. (2009). Current issues in English language teacher-based assessment. TESOL Quarterly, 43(3), 393-415.
  • DELUCA, C. & KLINGER, D. A. (2010). Assessment literacy development: Identifying gaps in teacher candidates’ learning. Assessment in Education: Principles, Policy & Practice, 17(4), 419-438. doi:10.1080/0969594X.2010.516643
  • DELUCA, C., CHAVEZ, T., BELLARA, A., & CAO, C. (2013). Pedagogies for preservice assessment education: Supporting teacher candidates’ assessment literacy development. The Teacher Educator, 48(2), 128-142. doi: 10.1080/08878730.2012.760024
  • DÖRNYEI, Z. (2011). Research methods in applied linguistics. Oxford, UK: Oxford University Press.
  • EĞRİ, G. (2006). Coğrafya öğretmenlerinin ölçme değerlendirme yapabilme yeterliliği (Unpublished master thesis). Gazi Üniversitesi, Ankara, Türkiye.‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬
  • FULCHER, G. (2012). Assessment literacy for the language classroom. Language Assessment Quarterly, 9(2), 113-132. doi: 10.1080/15434303.2011.642041
  • HASSELGREEN, A., CARLSEN, C., & HELNESS, H. (2004). European survey of language testing and assessment needs. Report: Part one – general findings. Retrieved from http://www.ealta.eu.org/documents/resources/survey-report-pt1.pdf
  • HATIPOĞLU, Ç. (2015a). English language testing and evaluation (ELTE) training in Turkey: Expectations and needs of pre-service English language teachers. ELT Research Journal, 4(2), 111-128.
  • HATIPOĞLU, Ç. (2015b, May). Diversity in language testing and assessment literacy of language teachers in Turkey. Paper presented at the 3rd ULEAD Congress, International Congress on Applied Linguistics: Current Issues in Applied Linguistics, Çanakkale, Turkey.
  • HATIPOĞLU, Ç. & ERÇETIN, G. (2016). Türkiye’de yabancı dilde ölçme ve değerlendirme eğitiminin geçmişi ve bugünü. In S. Akcan & Y. Bayyurt (Eds), 3. ulusal yabancı dil eğitimi kurultayı: Türkiye’deki yabancı dil eğitimi üzerine görüş ve düşünceler 23-24 Ekim 2014, konferanstan seçkiler (pp. 72-89). İstanbul, Turkey: Boğaziçi University.
  • INBAR-LOURIE, O. (2008a). Constructing a language assessment knowledge base: A focus on language assessment courses. Language Testing, 25(3), 385-402. doi: 10.1177/0265532208090158
  • INBAR-LOURIE, O. (2008b). Language assessment culture. In E. Shohamy & N. H. Hornberger (Eds.), Encyclopedia of language and education (2nd ed.) (pp. 285-299). Springer Science+Business Media LLC.
  • INBAR-LOURIE, O. (2013). Language assessment literacy. In C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics (pp. 1-8). Blackwell Publishing Ltd.
  • IZCI, K. & SIEGEL, M. (2014, April). Investigating high school chemistry teachers’ assessment literacy in theory and practice. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.
  • KARAMAN, P. & ŞAHIN, Ç. (2014). Öğretmen adaylarının ölçme değerlendirme okuryazarlıklarının belirlenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 15(2), 175-189.
  • KURAN, K. & KANATLI, F. (2009). Alternatif ölçme ve değerlendirme teknikleri konusunda sınıf öğretmenlerinin görüşlerinin değerlendirilmesi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 6(12), 209-234.
  • LAM, R. (2015). Language assessment training in Hong Kong: Implications for language assessment literacy. Language Testing, 32(2), 169-197. doi: 10.1177/0265532214554321
  • LINCOLN, Y. S. & GUBA, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage Publications.
  • LOMAX, R. G. (1996). On becoming assessment literate: An initial look at preservice teachers’ beliefs and practices. The Teacher Educator, 31(4), 292-303. doi: 10.1080/08878739609555122
  • MALONE, M. E. (2008). Training in language assessment. In E. Shohamy & N. H. Hornberger (Eds.), Encyclopedia of language and education (2nd ed.) (pp. 225-239). Springer Science+Business Media LLC.
  • MALONE, M. E. (2013). The essentials of assessment literacy: Contrasts between testers and users. Language Testing, 30(3), 329-344. doi: 10.1177/0265532213480129
  • MCGEE, J. & COLBY, S. (2014). Impact of an assessment course on teacher candidates’ assessment literacy. Action in Teacher Education, 36(5-6), 522-532. doi: 10.1080/01626620.2014.977753
  • MEDE, E. & ATAY, D. (2017). English language teachers’ assessment literacy: The Turkish context. Ankara Üniversitesi TÖMER Dil Dergisi, 168(1), 43-60.
  • MERTLER, C. A. & CAMPBELL, C. (2005, April). Measuring teachers’ knowledge & application of classroom assessment concepts: Development of the Assessment Literacy Inventory. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Quebec, Canada.
  • MUNOZ, A. P., PALACIO, M., & ESCOBAR, L. (2012). Teachers’ beliefs about assessment in an EFL context in Colombia. PROFILE, 14(1), 143-158.
  • NEWFIELDS, T. (2006). Teacher development and assessment literacy. Paper presented at the Proceedings of the 5th Annual JALT Pan-SIG Conference, Shizuoka, Japan (pp. 48-73). Tokai University College of Marine Science.
  • O’LOUGHLIN, K. (2013). Developing the assessment literacy of university proficiency test users. Language Testing, 30(3), 363-380. doi: 10.1177/0265532213480336
  • ÖZ, S. & ATAY, D. (2017). Turkish EFL instructors’in-class language assessment literacy: Perceptions and practices. ELT Research Journal, 6(1), 25-44.
  • PILL, J. & HARDING, L. (2013). Defining the language assessment literacy gap: Evidence from a parliamentary inquiry. Language Testing, 30(3), 381-402. doi: 10.1177/0265532213480337
  • REA-DICKINS, P. (2004). Understanding teachers as agents of assessment. Language Testing, 21(3), 249-258.
  • REA-DICKINS, P. (2008). Classroom-based language assessment. In E. Shohamy & N. H. Hornberger (Eds.), Encyclopedia of language and education (2nd ed.) (pp. 257-271). Springer Science+Business Media LLC.
  • RICHARDSON MCGEE, J. & COLBY, S. (2015, April). Changes in teacher candidates’ assessment literacy. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
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  • SCARINO, A. (2013). Language assessment literacy as self-awareness: Understanding the role of interpretation in assessment and in teacher learning. Language Testing, 30(3), 309-327. doi: 10.1177/0265532213480128
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YABANCI DİLDE ÖLÇME DEĞERLENDİRME OKURYAZARLIĞININ GELİŞİMİNİ ANLAMAK

Year 2018, , 89 - 106, 22.04.2018

Ahmet Erdost Yastıbaş , Mehmet Takkaç

https://doi.org/10.29029/busbed.364195
Cited By: 3

Abstract

Yabancı dilde ölçme değerlendirme okuryazarlığı,
İngilizce öğretmenlerinin sahip olması gereken önemli bir yeterliktir; ancak
alınyazında yapılan çalışmalar şunu göstermiştir ki Türk İngilizce
öğretmenleri, düşük düzeyde ölçme değerlendirme okuryazarıdır. Bu çalışmalar
İngilizce öğretmenlerinin ölçme değerlendirme okuryazarlıklarını nasıl
geliştirdiklerine odaklanmamışlardır. Bu yüzden bu çalışma, Türk İngilizce
öğretmenlerinin ölçme değerlendirme okuryazarlıklarını nasıl geliştirdiklerini
bulmayı amaçlar. Çalışma, küçük ölçekli bir nitel çalışma olarak
tasarlanmıştır. Bir Türk üniversitesinde çalışan sekiz İngilizce öğretmeni bu
çalışmaya katılmıştır. Yarı-yapılandırılmış kişisel görüşmeler ve odak grup
görüşmesi veri toplamak için kullanılmıştır. Çalışma; katılımcı kontrolü,
üçgenleme ve yoğun anlatım kullanılarak inandırıcılığı artırılmıştır. Toplanan
veri, içerik analizi kullanılarak analiz edilmiştir. Çalışmanın bulguları;
önceki ölçme değerlendirme deneyiminin, ölçme değerlendirme eğitiminin ve
kişisel gelişimin katılımcı İngilizce öğretmenlerinin yabancı dilde ölçme
değerlendirme okuryazarlıklarının gelişmeni etkilediklerini göstermiştir.
Katılımcılarının; meslektaş değerlendirmeleri yaparak, teorik bilgilerini
uygulamada kullanarak ve öğrencilerini ölçerek değerlendirerek kazandıkları deneyimle
kendilerini geliştirmelerinin, ölçme değerlendirme okuryazarlığının gelişiminde
en etkili olan faktör olduğu bulunmuştur.

Keywords

Yabancı dilde ölçme değerlendirme okuryazarlığı gelişim İngilizce öğretmenleri

References

  • ADANALI, K. & DOĞANAY, A. (2010). Beşinci sınıf sosyal bilgiler öğretiminin alternatif ölçe-değerlendirme etkinlikleri açısından değerlendirilmesi. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 19(1), 271-292.
  • ALAS, E. & LIIV, S. (2014). Assessment literacy of national examination interviewers and rater-experience with the CEFR. EESTI RAKENDUSLINGVISTIKA ÜHINGU AASTARAAMAT, 10, 7-22.
  • ALKHARUSI, H. (2011a). Self-perceived assessment skills of pre-service and in-service teachers. Jurnal Pendidikan Malaysia, 36(2), 9-17.
  • ALKHARUSI, H. (2011b). An analysis of the internal and external structure of the teacher assessment literacy questionnaire. International Journal of Learning, 18, 515-528.
  • ALKHARUSI, H. (2011c). Teachers’ classroom assessment skills: Influence of gender, subject area, grade level, teaching experience, and in-service assessment training. Journal of Turkish Science Education, 8(2), 39-48.
  • AMERICAN FEDERATION OF TEACHERS, NATIONAL COUNCIL ON MEASUREMENT IN EDUCATION, & NATIONAL EDUCATION ASSOCIATION. (1990). Standards for teacher competence in educational assessment of students. Retrieved from http://buros.org/standards-teacher-competence-educational-assessment-students
  • BOYD, E. (2015). Assessment literacy for teachers: How to identify and write a good test. In G. Pickering & P. Gunashekar (Eds.), Innovation in English language teacher education. Paper presented at the 4th International Teacher Education Conference, Hyderabad, India (pp. 134-140). British Council.
  • BRINDLEY, G. (2008). Educational reform and language testing. In E. Shohamy & N. H. Hornberger (Eds.), Encyclopedia of language and education (2nd ed.) (pp. 365-378). Springer Science+Business Media LLC.
  • BROADFOOT, P. M. (2005). Dark alleys and blind bends: Testing the language of learning. Language Testing, 22(2), 123-141. doi: 10.1191/0265532205lt302oa
  • BÜYÜKKARCI, K. (2016). Identifying the areas for English language teacher development: A study of assessment literacy. Pegem Eğitim ve Öğretim Dergisi, 6(3), 333-346.
  • CANSIZ AKTAŞ, M. & BAKI, A. (2013). Yeni ortaöğretim matematik öğretim programının ölçme değerlendirme boyutuyla ilgili öğretmen görüşleri. Kastamonu Eğitim Dergisi, 21(1), 203-222.
  • CHAN, Y-C. (2008). Elementary school EFL teachers’ beliefs and practices of multiple assessments. Reflections on English Language Teaching, 7(1), 37-62.
  • CRESWEL, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches (2nd ed.). Thousand Oaks, California, the United States of America: Sage Publications.
  • DAVISON, C. & LEUNG, C. (2009). Current issues in English language teacher-based assessment. TESOL Quarterly, 43(3), 393-415.
  • DELUCA, C. & KLINGER, D. A. (2010). Assessment literacy development: Identifying gaps in teacher candidates’ learning. Assessment in Education: Principles, Policy & Practice, 17(4), 419-438. doi:10.1080/0969594X.2010.516643
  • DELUCA, C., CHAVEZ, T., BELLARA, A., & CAO, C. (2013). Pedagogies for preservice assessment education: Supporting teacher candidates’ assessment literacy development. The Teacher Educator, 48(2), 128-142. doi: 10.1080/08878730.2012.760024
  • DÖRNYEI, Z. (2011). Research methods in applied linguistics. Oxford, UK: Oxford University Press.
  • EĞRİ, G. (2006). Coğrafya öğretmenlerinin ölçme değerlendirme yapabilme yeterliliği (Unpublished master thesis). Gazi Üniversitesi, Ankara, Türkiye.‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬
  • FULCHER, G. (2012). Assessment literacy for the language classroom. Language Assessment Quarterly, 9(2), 113-132. doi: 10.1080/15434303.2011.642041
  • HASSELGREEN, A., CARLSEN, C., & HELNESS, H. (2004). European survey of language testing and assessment needs. Report: Part one – general findings. Retrieved from http://www.ealta.eu.org/documents/resources/survey-report-pt1.pdf
  • HATIPOĞLU, Ç. (2015a). English language testing and evaluation (ELTE) training in Turkey: Expectations and needs of pre-service English language teachers. ELT Research Journal, 4(2), 111-128.
  • HATIPOĞLU, Ç. (2015b, May). Diversity in language testing and assessment literacy of language teachers in Turkey. Paper presented at the 3rd ULEAD Congress, International Congress on Applied Linguistics: Current Issues in Applied Linguistics, Çanakkale, Turkey.
  • HATIPOĞLU, Ç. & ERÇETIN, G. (2016). Türkiye’de yabancı dilde ölçme ve değerlendirme eğitiminin geçmişi ve bugünü. In S. Akcan & Y. Bayyurt (Eds), 3. ulusal yabancı dil eğitimi kurultayı: Türkiye’deki yabancı dil eğitimi üzerine görüş ve düşünceler 23-24 Ekim 2014, konferanstan seçkiler (pp. 72-89). İstanbul, Turkey: Boğaziçi University.
  • INBAR-LOURIE, O. (2008a). Constructing a language assessment knowledge base: A focus on language assessment courses. Language Testing, 25(3), 385-402. doi: 10.1177/0265532208090158
  • INBAR-LOURIE, O. (2008b). Language assessment culture. In E. Shohamy & N. H. Hornberger (Eds.), Encyclopedia of language and education (2nd ed.) (pp. 285-299). Springer Science+Business Media LLC.
  • INBAR-LOURIE, O. (2013). Language assessment literacy. In C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics (pp. 1-8). Blackwell Publishing Ltd.
  • IZCI, K. & SIEGEL, M. (2014, April). Investigating high school chemistry teachers’ assessment literacy in theory and practice. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.
  • KARAMAN, P. & ŞAHIN, Ç. (2014). Öğretmen adaylarının ölçme değerlendirme okuryazarlıklarının belirlenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 15(2), 175-189.
  • KURAN, K. & KANATLI, F. (2009). Alternatif ölçme ve değerlendirme teknikleri konusunda sınıf öğretmenlerinin görüşlerinin değerlendirilmesi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 6(12), 209-234.
  • LAM, R. (2015). Language assessment training in Hong Kong: Implications for language assessment literacy. Language Testing, 32(2), 169-197. doi: 10.1177/0265532214554321
  • LINCOLN, Y. S. & GUBA, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage Publications.
  • LOMAX, R. G. (1996). On becoming assessment literate: An initial look at preservice teachers’ beliefs and practices. The Teacher Educator, 31(4), 292-303. doi: 10.1080/08878739609555122
  • MALONE, M. E. (2008). Training in language assessment. In E. Shohamy & N. H. Hornberger (Eds.), Encyclopedia of language and education (2nd ed.) (pp. 225-239). Springer Science+Business Media LLC.
  • MALONE, M. E. (2013). The essentials of assessment literacy: Contrasts between testers and users. Language Testing, 30(3), 329-344. doi: 10.1177/0265532213480129
  • MCGEE, J. & COLBY, S. (2014). Impact of an assessment course on teacher candidates’ assessment literacy. Action in Teacher Education, 36(5-6), 522-532. doi: 10.1080/01626620.2014.977753
  • MEDE, E. & ATAY, D. (2017). English language teachers’ assessment literacy: The Turkish context. Ankara Üniversitesi TÖMER Dil Dergisi, 168(1), 43-60.
  • MERTLER, C. A. & CAMPBELL, C. (2005, April). Measuring teachers’ knowledge & application of classroom assessment concepts: Development of the Assessment Literacy Inventory. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Quebec, Canada.
  • MUNOZ, A. P., PALACIO, M., & ESCOBAR, L. (2012). Teachers’ beliefs about assessment in an EFL context in Colombia. PROFILE, 14(1), 143-158.
  • NEWFIELDS, T. (2006). Teacher development and assessment literacy. Paper presented at the Proceedings of the 5th Annual JALT Pan-SIG Conference, Shizuoka, Japan (pp. 48-73). Tokai University College of Marine Science.
  • O’LOUGHLIN, K. (2013). Developing the assessment literacy of university proficiency test users. Language Testing, 30(3), 363-380. doi: 10.1177/0265532213480336
  • ÖZ, S. & ATAY, D. (2017). Turkish EFL instructors’in-class language assessment literacy: Perceptions and practices. ELT Research Journal, 6(1), 25-44.
  • PILL, J. & HARDING, L. (2013). Defining the language assessment literacy gap: Evidence from a parliamentary inquiry. Language Testing, 30(3), 381-402. doi: 10.1177/0265532213480337
  • REA-DICKINS, P. (2004). Understanding teachers as agents of assessment. Language Testing, 21(3), 249-258.
  • REA-DICKINS, P. (2008). Classroom-based language assessment. In E. Shohamy & N. H. Hornberger (Eds.), Encyclopedia of language and education (2nd ed.) (pp. 257-271). Springer Science+Business Media LLC.
  • RICHARDSON MCGEE, J. & COLBY, S. (2015, April). Changes in teacher candidates’ assessment literacy. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
  • ROGIER, D. (2014). Assessment literacy: Building a base for better teaching and learning. English Teaching Forum, 3, 2-13.
  • ŞAHIN, S. (2015, May). Language testing and assessment (LTA) literacy of high school English language teachers in Turkey. Paper presented at the 3rd ULEAD Congress, International Congress on Applied Linguistics: Current Issues in Applied Linguistics, Çanakkale, Turkey.
  • SCARINO, A. (2013). Language assessment literacy as self-awareness: Understanding the role of interpretation in assessment and in teacher learning. Language Testing, 30(3), 309-327. doi: 10.1177/0265532213480128
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There are 59 citations in total.

Details

Primary Language Turkish
Subjects Linguistics, Creative Arts and Writing
Journal Section Articles
Authors

Ahmet Erdost Yastıbaş 0000-0002-1886-7951

Mehmet Takkaç 0000-0002-3791-571X

Publication Date April 22, 2018
Published in Issue Year 2018

Cite

APA Yastıbaş, A. E., & Takkaç, M. (2018). YABANCI DİLDE ÖLÇME DEĞERLENDİRME OKURYAZARLIĞININ GELİŞİMİNİ ANLAMAK. Bingöl Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(15), 89-106. https://doi.org/10.29029/busbed.364195

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