Attitudes toward supervision and evaluation and the present state of EFL supervision and evaluation in Turkey

Abstract

CHAPTER V SUMMARY, RECOMENDATIONS, AND CONCLUSION This chapter gives a summary of the study and draws conclusions on the present state of supervision and evaluation in four English medium university preparatory programs in Turkey. Also presented in this chapter are, reccommendations for implementation of supervision and evaluation in these four universities. Summary This study aimed at defining supervision and evaluation, making a distinction between the two terms, while presenting current attitudes in educational programs toward these processes. The study also viewed the present state of EFL supervision and evaluation in English medium university preparatory programs. The survey of professional literature proposed definitions of the two terms emphasizing differences, thus indicating the different purposes of evaluation and supervision in the improvement of education. The attitudes of teachers toward supervision and evaluation as presented in the literature survey brought out the problems created when the two concepts are confused in the minds of teachers and administrators. The unavailability of printed material on supervision and evaluation of EFL programs in Turkey......,,`. 39created the need for data collection through interviews with concerned administrators. As a result of the data collection, the present state of EFL supervision and evaluation at preparatory programs of English medium universities can be summarized as follows: No standard method of supervision or evaluation existed in these programs with the exception of Bilkent University School of English Language. Bilkent University's supervision process was very new and therefore the results of supervision and evaluation on the improvement of education could not be determined. M.E.T.U. and Bosphoros University had extensive and intensive hiring and pre-service training and felt no need for further supervision or evaluation. M. E. T. U. expressed a desire to implement peer supervision into the current program but feared creating insecurity and distrust in the teachers. - Marmara University conducted both evaluation and supervision concurrently through the director. -' Marmara University did hot conduct teacher observations. `' `'`~ - M.E.T.U. and Bosphoros University conducted observations at the hiring level. - The authority in charge of supervision and evaluation is the same and the distinction between the two concepts is not clarified either in 40purpose or in procedure in the programs implementing these procedures with the exception of M.E.T.U. Recommendations The qualitative data and the literature survey have indicated the present state of evaluation and supervision in Turkey as follows: - Supervision in English medium university preparatory programs is only recently being implemented. - Evaluation and supervision are conducted by the same authorities. In those universities where they are separated, the two authorities are nevertheless linked in some manner. - Observations for either evaluative or supervisory purposes are not implemented as an on-going process. When observations are done, they are done only at the hiring stage. - Shortage of financial and human resources as well as lack of titoe impede the effective operation of supervisory and evaluative processes. - Plans for future programs in supervision are being considered. Reviewing the present state of EFL supervision and evaluation in English medium university preparatory programs in Turkey reveals the need for the following: - Further research studies on the effectiveness of 41