Primary school teachers' views on the measurement-evaluation tools recommended in primary school mathematics curriculum (Afyonkarahisar province sample)

In this study, primary school teachers' views about measure and assessment tools proposed in the primary school mathematics curriculum were investigated. For this purpose, the survey method was used. The study group consisted of 251 primary school teachers working in primary schools in Afyonkarahisar city center. In the study, 3 questionnaires were used as data collection tool. The first of the questionnaires is the primary school teacher questionnaire about the measurement tools in the renewed primary school mathematics program, the second one is the primary school teacher questionnaire about the frequency of applying the measurement tools in the primary school mathematics programs, and the third one is the questionnaire about the assessment tools used by the primary school teachers in assessing the students in the mathematics lesson. In the analyze of the data, descriptive statistics were used to determine their views. The t-test was used for independent samples in the analysis of the differences according to gender, seniority, graduated faculty and graduated program variables. According to the findings of the study, the following results were achieved: primary school teachers views on the level of knowledge about measure tools in primary school mathematics education programs in 2005-2018 are generally very good. However, it was determined that structural communication grid and diagnostic tree method is less known method among the measurement tools compared to other methods. There was a significant difference in knowledge levels depend on gender variable. These difference are in favor of female teachers in open-ended questions, gap-filling, matching and classical (essay) questions. Significant difference in knowledge levels were determined depend on the seniority. These differences are favor of the teachers with open-ended questions, multiple choice questions, matching questions, rubric, diagnostic tree and math attitude scale tools. Depend on the graduated faculty variable, there is a significant difference in favor of right-to-wrong questions and in the assessment scale tool for problem solving in favor of teachers who was non-graduated from faculty of education. Depending on the graduated program, short answer questions and assessment tool for problem solving were found to be significantly different in favor graduated primary teachers from the departments other than primary school teaching program. According to the results of the study, it was found that the primary school teachers always applied right-to-wrong questions, gap filling, multiple choice questions and matching questions, frequently applied open-ended questions, short-answer questions, portfolio, peer assessment and classical (essay type) questions, partially applied math diary, checklist, group assessment form and diagnostic tree, rarely applied structural communication grid method, among the measurement tools included in the primary school mathematics curriculum between 2015-2018. While there was no significant difference in the frequency of the measurement tools of the primary school teachers depend on the gender, graduated faculty and program variable, a significant difference was found in favor of less experienced teachers in terms of seniority factor in the portfolio tool. According to the results of the research, it was observed that the primary school teachers applied the assessment tools in the 2005-2018 primary school mathematics curriculum. In addition , the lowest frequency of assessment tool is the recognition of the diagnostic tree method. While a significant difference was obtained in favor of male primary school teachers in terms of the implementation of diagnostic tree method depending on gender factor; there were no differences in terms of seniority, graduated faculty and graduated program variables. Keywords: Mathematics, math program, measure and assessment tools, primary, primary school teachers' views.