Analysing the measurement and evaluation approaches and practices of classroom teachers in Turkish lesson

The aim of this study is to reveal how classroom teachers' assessment and evaluation approaches and practices look like within the scope of Turkish lesson. In this research, which examines the measurement and evaluation approaches and practices of classroom teachers in the Turkish course, basic qualitative research and document analysis were used among qualitative research designs. The data collection tools and scope of the research consist of "Assessment and Evaluation Experiences Interview Form", "Assessment and Evaluation Experiences Opinion Form" and "4th Grade Turkish Course Examination Papers". While determining the participants, maximum diversity sampling method, one of the purposeful sampling methods, was preferred. In the study, 120 teachers from 10 primary schools filled out the Assessment and Evaluation Experiences Opinion Form. Interviews were conducted with 13 teachers on the Assessment and Evaluation Experiences Structured Opinion Form. 75 4th grade Turkish written exam papers were collected to be used in document analysis. The data obtained in the study were analyzed by content analysis method. In the findings of the study, it was observed that the majority of the questions in the written exam papers of the Turkish course were prepared to measure knowledge level thinking skills such as remembering, distinguishing, sorting and matching; questions to measure higher level thinking skills such as transferring knowledge, analyzing, synthesizing, questioning, critical thinking, creative thinking and problem solving were not included. It was observed that the questions were not prepared in a way to measure the four basic language skills in the Turkish Curriculum, which include speaking, listening, reading and writing, at an equal level; multiple-choice measurement tools were mostly preferred and open-ended at the recall level, while other measurement tools such as sorting, matching, gap-filling were used, but question types that would stimulate thinking skills were not included. In the other sub-problem of the study, the answers to the questions such as "What are the evaluations of classroom teachers about the trainings they received on measurement and evaluation, their evaluations about their competencies in measurement and evaluation, their evaluations about the functions of measurement and evaluation, their evaluations about measurement and evaluation practices and their evaluations about the current practices of measurement and evaluation?" were sought. These categorical constructs were discussed and conclusions were drawn. Keywords: Measurement and Evaluation, Turkish Lesson, Written Examination Papers, Thinking Skills, Higher Level Thinking Skills