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TÜRKÇE ÖĞRETMEN ADAYLARININ YARATICI YAZMA ÖRNEKLERİNİN ÇÖZÜMLEYİCİ PUANLAMA YÖNERGESİ BAĞLAMINDA DEĞERLENDİRİLMESİ
(ASSESSMENT OF CREATIVE SCRIPT SAMPLES OF TURKISH LANGUAGE TEACHER CANDIDATES IN THE CONTEXT OF ANALYTIC SCORING DIRECTIVE )

Author : Esra Lüle MERT    
Type :
Printing Year : 5
Number : 14
Page : 1-16


Summary
Çözümleyici puanlama yönergelerinin yazılı metinleri değerlendirmede önemli ve etkili olduğu düşüncesinden hareketle, bu çalışmada anadili eğitimi ve öğretimini gerçekleştirecek öğretmen adaylarının yaratıcı yazma metinlerinin çözümleyici puanlama yönergesi bağlamında değerlendirilmesi ve sonuçların tartışılması amaçlanmıştır.Tarama modeline dayalı bu çalışmanın veri kaynağı, 2012-2013 eğitim-öğretim yılında İnönü Üniversitesi Eğitim Fakültesi Türkçe Öğretmenliği Anabilim Dalının 4. sınıfında öğrenim gören 100 öğrencinin oluşturduğu yaratıcı yazma metinleridir. Bu çalışmada, Arı’nın (2008) geliştirdiği çözümleyici puanlama yönergesinde yapmış olduğu sınıflama benimsenmiş ve öğretmen adaylarının yaratıcı yazıları bu sınıflamaya uygun biçimde çözümlenmiştir.

Keywords
Yaratıcı yazma, çözümleyici puanlama yönergesi, Türkçe eğitimi ve öğretimi süreci, Türkçe öğretmen adayları.

Abstract
With reference to the opinion that analytic scoring directives are important and effective for the assessment of written scripts, assessment of creative scripts of the teacher candidates who will perform education and training on mother tongue and discussion of results in the context of analytic scoring directive are aimed in this study. In this regard, problem sentence of the research is determined as “what is the success level of the creative scripts of mother tongue teacher candidates in the context of analytic scoring directive?” This research is a descriptive research screening model on a produced structure. Data source of this research based on the screening model is the creative scripts of a hundred 4th year students from Inonu University from the Department of Turkish Language Teaching of the Faculty of Education in 2012-2013 academic years. A clue text was given to the students to enable them to compose a creative script. They were asked to write a creative script considering this clue text. Scripts edited in this context are the data sources of this study. Classification in the analytic scoring directive improved by Arı (2008) is embraced in this study and the creative scripts of the teacher candidates were analyzed in accordance with the classification. Hereunder, the creative scripts of the candidates were examined under 10 sub headings as “form”, “rule”, “word”, “sentence”, “paragraph”, “narration”, title”, “exposition”, “conflict”, “resolution”. Consequently, it is determined that 4th year students of Turkish Language Teaching are not at sufficient level under the determined headings and in accordance with the analytic scoring directive of creative script studies. This can be explained both with the unfamiliarity of Turkish language teacher candidates to the concept of creative script and deficiencies in writing process.

Keywords
Creative script, analytic scoring directive, Education and training process for Turkish language, Tu

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