Investigation the effect of inquiry-based instruction practices on measurement and evaluation course

Inquiry-based instructional practices can be seen as a student-centered process based on basics of the theory of constructivism, in which students participate actively and responsible for their learning. Students configure their own learning in group working by asking questions, researching, testing, conducting studies in the subject area and gaining experience. In those learning-teaching processes principles of various student-centered methods' and techniques' can be used. The overall goal of this study is to examine the impact of inquiry-based instructional practices in assessment and evaluation course. In the study, quasi-experimental model was used with pre-test post-test control and experimental groups. The study group consists of 56 students in their third year of the study at Gaziantep University, Faculty of Education in the Primary Mathematics Teacher Training department in 2013-2014 academic years. Within the scope of the research, data related with teacher candidates' attitude towards the course, evaluation preferences, self-efficacy for using alternative measurement and evaluation approaches, research anxiety, research competency were collected with scales for these variables. In the study, the opinions of teacher candidates related to the process were taken and these were analyzed using qualitative research methods. At the end of the study, according to the independent samples t-test results, there was no difference between the groups in terms of academic achievement. According to Ancova results, when GPA was taken as covariance, in favor of the control group were found to have statistically significant difference. In the study, it was found that experimental group students' attitude towards to the course was affected negatively by the application. Teacher candidates' assessment preferences didn't affect broadly by the application. In the study, it is concluded that teacher candidates' research anxiety was not affected while their research competencies increased. Key words: Research-Based Teaching-Learning, Inquiry-based learning, Measurement and Evaluation Course, Research Skills