The evaluation of the qualifications of 12th grade mathematics teachers to use constructive assessment and assessment techniques according to Metfessel-Michael program evaluation model

In this study, it is aimed to evaluate the competence of 12th grade mathematics teachers to use measurement-evaluation techniques based on the constructivist approach, which is one of the contemporary approaches in education, according to the Metfessel - Michael curriculum evaluation model, which is one of the goal-based curriculum evaluation models. In the study, interviews were held with students, teachers, parents and school principals and a case study design was used in order to explain their positive or negative opinions about the constructivist process-based assessment-evaluation techniques and to obtain detailed information about the subject. The study group of the research consists of the 2021-2022 Spring Semester at Şehit İbrahim Armut Science High School in the Anamur district of Mersin; three 12th grade mathematics teachers, 88 senior students, each of these students' mother or father and the School principal. Convenience sampling method was used in the study. The data of the research were obtained through semi-structured interview forms prepared to learn about the measurement-evaluation techniques based on the constructivist approach of each group. The qualitative data obtained from the obtained data were analyzed by descriptive analysis technique. The answers given to open-ended questions by senior students, parents of senior students, School principals, and senior maths teachers; divided in to themes and codes in themes. The answers of the individuals interviewed were given directly without any changes or comments. Same and similar statements are written only once. Participants' names are not written at the end of the sentences. Instead, pseudonyms were given to teachers as Ö1-Ö2, parents as V1-V4, students as S1-S2, and the School principal as M. The themes and codes are shown in the tables, and the frequencies are shown to show how often the codes are repeated. Frequency values are also ordered from the most repeated to the least repeated. The answers to the non-open-ended questions are also stated under a separatesub-heading for each study group in the findings section of the research. In research, first of all, how the constructivist approach emerged, its features, the most known types, its pioneers and the most widely used constructivist approachbased assessment and evaluation techniques were mentioned. Then, the basic features, stages, strengths and weaknesses of the Metfessel-Micheal curriculum evaluation model, which is one of the goal-based curriculum evaluation models, and the criticisms it received are mentioned. Finally, the assessment and evaluation techniques based on the constructivist approach applied in the education program were evaluated within the framework of the Metfessel - Michael program evaluation model. As a result, it was understood that the 12th grade mathematics teachers generally had to use the expression technique, and the classical written and test-formed exams were generally included in the assessment-evaluation. Keywords: Constructivism, Educational Program, Metfessel- Michael's Program Evaluation Model, Program Evaluation. Teaching Program.