Abstract:

The main purpose of this study is to determine the primary teacher candidates’ questioning skills in the assessment process of reading comprehension. The research question was defined as “What is the level of primary teacher candidates’ questioning skills which they use in the evaluation process of reading comprehension?”

The sub-questions of the study are follows:
1. Are the primary teacher candidates’ reading comprehension questions sufficient in terms of educational measurement and evaluation techniques?
2. Which cognitive levels are preferred by the primary teacher candidates for their reading comprehension questions?
3. What kinds of meaning construction opportunities are provided by the primary teacher candidates’ reading comprehensions questions to the students?
4. What are the methods used by primary teacher candidates to evaluate their reading comprehension questions?

In this study, survey method was used. The sample consisted of 175 primary teacher candidates from undergraduate program of Primary Teacher Education in Necmettin Erbakan University-Turkey. Up to now the researchers decided the teacher candidates randomly.

For data collection process, it is planning to ask the teacher candidates to prepare some reading comprehension questions for both expository and narrative texts which will be given them. The texts will be selected by the researchers.

For analyzing process, the questions will be interpreted according to three criteria from the literature; educational measurement principles, revised Blooms’ taxonomy, meaning constructing types. Analyzing procedures are going on.

Keywords:

Evaluation reading comprehension, questioning skills, primary teacher candidates, Blooms’ taxonomy.