Investigation of Measurement and Evaluation Literacy Levels of Turkish Teachers

Abstract

This study aimed to reveal the measurement and evaluation literacy levels of Turkish teachers. Quantitative and qualitative research models were used together in the study. In the quantitative dimension, a convergent parallel mixed method was used. In the qualitative part, a case study method was used. The study group of the research consists of 27 Turkish teachers working in schools in Mus. The study group was determined by the convenience sampling method from non-random samples. The research data were obtained using the “Measurement and Evaluation Literacy Inventory” and the “Structured Interview Form” prepared by the researchers. Quantitative data were examined with parametric tests, and qualitative data were examined with content analysis. The research results revealed that teachers were inadequate in the areas of determining measurement and evaluation methods and techniques, measuring students' learning levels using measurement and evaluation methods, analyzing and interpreting data, providing feedback on students' development and learning, and reviewing the learning and teaching process according to the results. In addition, when the quantitative and qualitative findings are evaluated together, it is seen that the optimistic evaluations reflected in the views of the participants regarding measurement and assessment literacy are not supported by the quantitative findingsBu çalisma, Türkçe ögretmenlerinin ölçme ve degerlendirme okuryazarlik düzeylerini ortaya koymayi amaçlamistir. Çalisma karma arastirma yöntemlerinden yakinsayan paralel model ile tasarlanmistir. Nicel boyutta tek gruplu ön test- son test deseni, nitel kisimda ise durum çalismasi kullanilmistir. Arastirmanin çalisma grubu; Mus il merkezindeki devlet okullarinda çalisan 27 Türkçe ögretmeninden olusmaktadir. Çalisma grubu seçkisiz olmayan örneklemelerden uygun örnekleme yöntemiyle belirlenmistir. Arastirma verileri, “Ölçme Degerlendirme Okuryazarligi Envanteri” ile arastirmacilar tarafindan hazirlanan “Yapilandirilmis Görüsme Formu” kullanilarak elde edilmistir. Nicel veriler parametrik testlerle, nitel veriler içerik analiziyle incelenmistir. Arastirma sonuçlari, ögretmenlerin ölçme ve degerlendirme yöntem ve tekniklerini belirleme, ölçme ve degerlendirme yöntemlerini kullanarak ögrencilerin ögrenme düzeyini ölçme, verileri analiz ederek yorumlama, ögrencinin gelisimi ve ögrenmesiyle ilgili geri bildirim saglama, sonuçlara göre ögrenme ve ögretme sürecini gözden geçirme alanlarinda yetersiz oldugunu ortaya koymustur. Ayrica nicel ve nitel bulgular birlikte degerlendirildiginde, ölçme ve degerlendirme okuryazarligi ile ilgili olarak katilimcilarin görüslerine yansiyan olumlu degerlendirmelerin nicel bulgularla desteklenmedigi görülmektedir.