In this study, it is aimed to determine whether there is a systematic measurement and assessment in vocabulary instruction, and the level of overlap with the content of this activity. Within this framework, initially, the vocabulary items concerning with definitions, synonyms, antonyms, homonyms, literal meanings, metaphors and terms activities aimed to teach individual word directly in 5, 6, 7 and 8th grade Turkish coursebooks were identified. After this, according to the target vocabulary, listening, speaking, reading and writing activities, questions at the end of unit assessment, reading and listening / moritoring texts and a total of 100 exam paper, including 25 exam paper at each grade level were examined. Lastly, the opinions of the 20 teachers about the assessment whose exam papers were examined were taken. The findings obtained from the analysis of the data are as follows: It was determined that a very small part of the target vocabulary elements were measured in the coursebooks exercise book, and Turkish course exams, the general vocabulary of the language instead of course content was taken into consideration in the questions related to the vocabulary. The results of the interviews revealed that although the majority of teachers considered measurement and assessment as a necessity in vocabulary instruction, they did not give enough space to classroom practices in this subject. In the light of these findings, it has been concluded that there is no purposeful and regular application to evaluate the knowledge and skills of the students about the target vocabulary, therefore, measurement and assessment in vocabulary instruction were neglected.
Vocabulary, vocabulary instruction, measurement and assessment