Religious Culture and Ethics teachers' understanding of measurement and evaluation and their views on the inclusion of the course in central examinations

Religious Culture and Ethics (RCE) curriculum constitutes a fundamental component of educational frameworks in many regions, playing a pivotal role in shaping students' ethical and cultural awareness. Integral to effective RCE instruction is the assessment and evaluation of student learning outcomes, yet the approaches employed by teachers and the implications of assessment practices on educational dynamics remain underexplored. This study endeavors to bridge this gap by examining RCE teachers' perspectives on assessment and evaluation, elucidating the challenges encountered, and analyzing the ramifications of RCE's integration into central exams. This research adopts a qualitative "case study" design, facilitating an in-depth exploration of teachers' experiences and perceptions within their contextual milieu. Semi-structured interviews were conducted with 20 volunteer RCE teachers in Ankara province during the 2023-2024 academic year. Participants were selected based on their professional seniority of at least fifteen years and their involvement in teaching RCE courses within classes subjected to central exams. Through purposive sampling, insights were gleaned into teachers' conceptual understanding of measurement and evaluation, training experiences, and the impact of central exams on RCE instruction. Analysis of interview data revealed a nuanced landscape of assessment and evaluation practices within RCE courses. While teachers expressed confidence in their ability to assess student learning, a disparity emerged between perceived proficiency and conceptual mastery. Many teachers underscored the necessity of assessment within RCE courses but encountered multifaceted challenges, including course structure, student perceptions, and resource constraints. Traditional assessment tools predominated, with efforts to measure sensory skills posing particular difficulties. Despite overall support for RCE's inclusion in central exams, concerns were raised regarding the potential commodification of the course and its materials within the exam industry, prompting reflections on the evolving teacher profile and educational ethos. The findings underscore the imperative of addressing challenges inherent in RCE assessment and evaluation practices, particularly in light of its integration into central exams. Recommendations include enhancing teacher training initiatives, diversifying assessment tools to encompass sensory skills measurement, and fostering a critical pedagogical approach to mitigate the risk of instrumentalization within the exam industry. By addressing these recommendations, stakeholders can uphold the integrity of RCE instruction and ensure its continued relevance in nurturing ethical and cultural literacy among students.