A mixed-methods study on the frequency and proficiency of preschool teachers' use of assessment tools

This research aimed to determine the frequency and proficiency of preschool teachers in using measurement and evaluation tools. In the quantitative dimension of the research, which utilized the simultaneous triangulation model, the relational screening model was preferred, while the phenomenology model was chosen for the qualitative dimension. The participants in the quantitative aspect of the research comprised 124 volunteer preschool teachers from Siirt province, selected using a simple random sampling method. In the qualitative dimension, 15 volunteer preschool teachers from Siirt province were chosen using the maximum diversity sampling method. Data for the quantitative dimension were collected through a structured survey form developed by the researcher, whereas data for the qualitative dimension were gathered using a semistructured interview form also developed by the researcher. Data analysis involved descriptive analyses and correlation analysis for the quantitative dimension, and content analysis for the qualitative dimension. Within the scope of the quantitative dimension of the research, it was found that the measurement and evaluation tool preschool teachers are most proficient with is the development report, and the tool they use most frequently is the monthly plan. Additionally, it was concluded that the difference between preschool teachers' proficiency levels in measurement and evaluation tools and their frequency of use was most noticeable in the standard tests tool, with a statistically moderate relationship observed between them. Apart from the measurement and evaluation tools included in the curriculum, tools created by teachers themselves were also identified. Within the qualitative dimension, preschool teachers generally use measurement and evaluation to monitor students' developmental levels, employing both traditional and contemporary tools. They encounter practical issues such as lack of time and the burden of documentation. Teachers also gather information from families to better understand children's progress and use various methods, such as parent invitations, telephone conversations, portfolios, and parent meetings, to share evaluation results with families. Recommendations include diversifying resources for measurement and evaluation tools, conducting necessary inspections of these tools, identifying effective factors in application, updating preschool education programs regarding measurement and evaluation tools, fostering school-family cooperation, and enhancing family engagement efforts. Keywords: Education, Training Program, Assessment and Evaluation Tools