Determining the views of secondary school teachers on the use of open-ended items

This study aimed to determine secondary school teachers' opinions on the transition to using open-ended items in all exams held in schools with the new Ministry of National Education measurement and evaluation regulation, the suitability of using this item type in their branches, and how to solve open-ended item application problems. This study followed the qualitative research philosophy-based phenomenological research model. The study included 18 secondary school teachers from Religious Culture, Science, English, Mathematics, Social Studies, and Turkish from five central Bolu secondary schools. Data was collected using a semi-structured interview form. Experts reviewed the researcher-created semi-structured interview form. Content analysis was used to analyze the interview data. Additionally, we calculated frequency and percentage values for codes and themes. The findings indicate that the suitability of open-ended items varies by branch. Mathematics, science, social studies, and Turkish teachers used open-ended items. The English and Religious Culture course teachers were not satisfied with open-ended questions in their lessons and thought the exams should be more varied. Teachers perceived the transition to open-ended item use with the new measurement and evaluation regulation as sudden and expected it to be planned gradually in line with their opinions. Teachers struggled to score open-ended items and did not consider themselves competent. Teachers said that planning the process gradually would eliminate students' adaptation problems and panic and improve their higher-order thinking and expression.