Yabancılara Türkçe Öğretimi Alanında Hazırlanan Yüksek Lisans Tezlerinde Kullanılan Ölçme Araçlarının İncelenmesi

When the studies in the literature are examined, it is seen that postgraduate studies on teaching Turkish to foreigners are examined in terms of different variables in various aspects. Generally, theses have been examined in terms of different variables, but there is no study in the literature that examines the measurement tools used in theses prepared in the field of teaching Turkish to foreigners. In this context, the aim of this study is to determine the measurement tools used in master's theses prepared in the field of teaching Turkish to foreigners. This issue is important as it is an issue that has not been addressed in previous studies. Accordingly, the problem statement of this research is "What are the measurement tools used in graduate studies prepared in the field of teaching Turkish to foreigners?". Descriptive content analysis method was used to determine the measurement tools used in graduate theses prepared in the field of teaching Turkish to foreigners. The theses identified through document analysis were analyzed by descriptive content analysis. Document analysis consists of obtaining sources for a purpose, reading them, taking notes about them and finally evaluating them (Karasar, 2014).In order to collect data in the study, the "Assessment of Measurement Tools Evaluation Form" developed by Temizkan and Yıldırım (2023) was used. With this data collection tool, the types of measurement tools used in the theses, the purposes for which the measurement tools were used, how they were developed and for which purposes they were used were determined and coded. Reliability analysis was conducted between the coders in order to establish reliability in the analysis process of the research. While coding the data on the form used as a data collection tool, the researchers coded the data in different environments. Then, the consistency between the codings was examined. In the reliability calculation, using the formula [consensus / (consensus + disagreement) x 100] (Wolery, Bailey, Sugai, 1988), the inter-coder reliability (after consensus was achieved) was found to be 100%. The data collected in the study were reported using descriptive statistical method (frequency) after the reliability study. Measurement tools used in master's theses on teaching Turkish to foreigners were identified. In the studies, 13 scales, 5 rubrics, 31 forms, 21 tests, 6 questionnaires and 1 measurement tool in the "other" category were used 1 time. In total, 77 measurement too