The relationship between pre-service science teachers' measurement and evaluation literacy, attitude and self-efficacy perceptions

In this study, it was aimed to determine the relationships between pre-service science teachers' assessment and evaluation literacy levels, attitudes and self-efficacy perceptions. In this context, the study is a correlational research type that aims to determine whether two or more than two variables are related to each other and to investigate the effect of variables on cause and effect. For this purpose, data were collected through the measurement and evaluation self-efficacy perception scale, attitude scale and measurement and evaluation literacy inventory. After the collected data were recorded and analyzed, the opinions and suggestions of the participants regarding assessment and evaluation were obtained through a semi-structured interview form. The study group of the research consisted of 194 pre-service teachers studying in the third and fourth grades of the Department of Science Education in the 2021-2022 academic year. The data were analyzed by statistical analysis methods and the data obtained from the interview form were analyzed by content analysis method. The findings of the study showed that pre-service teachers' attitudes towards assessment and self-efficacy perceptions did not predict their assessment and evaluation literacy levels. While assessment literacy levels, attitudes and self-efficacy perceptions did not show significant differences in terms of grade levels, differences were found in favor of participants with high academic achievement in the assessment and evaluation course. In the semi-structured interview results, it was stated that the measurement and evaluation course given in undergraduate programs was inadequate.