Opinions of teachers to measurement/evaluation methods and techniques used in the course of Turkish language

the purpose of the present study is to evaluate the measurement/evaluation methods and techniques used in the elementary school 1st-5th grade course of Turkish Language based on the views of elementary school teachers. The study group included 377 1st-5th grade elementary school teachers teaching in elementary schools in the city of Burdur in the academic year of 2009-2010. In this descriptive study designed with the survey model, the research data were collected via the questionnaire of ?Evaluation of Measurement/Evaluation Methods and Techniques Used in the Course of Turkish Language? developed by the researcher. The first part of the questionnaire included personal information, and the second part was made up of 8 items regarding the purpose of use of the measurement/evaluation methods and techniques used in the course of Turkish Language and 22 items regarding the frequency of use of these methods and techniques. The third part of the questionnaire comprised two headings including 13 items related to the overall problems experienced in the measurement/evaluation process in the course of Turkish Language and covering the participants? views about the methods and techniques of process evaluation applied in the Turkish Language course. In the last part of the questionnaire were suggestions put forward regarding the measurement/evaluation process in the Turkish Language course. For the statistical analyses in the study, the SPSS package program (Statistical Package for The Social Sciences) ? version 15.0 ? was used. For the analysis of the research data, besides the percentage and frequency calculations, the Chi Square independent test was applied to determine whether there were significant relationships between variables. As a result of the Chi Square Independent Test, the significance level was taken as 0.05 for the interpretation of the items between which significant relationships were found.The results of the research findings are as follows: The elementary school teachers basically used the measurement/evaluation methods and techniques to determine the level of the gains in the course of Turkish Language. On the other hand, they used these methods and techniques least frequently to give marks to the students. The elementary school teachers used the product evaluation methods and techniques more frequently than the process evaluation methods and techniques, while they used the project and performance assignments once in an academic term as appropriate to the related directives. The problems that the elementary school teachers experienced most frequently in the evaluation process were as follows: especially the process evaluation was time-taking; the methods and techniques were high in number; and these methods and techniques did not fully serve the purpose. In addition to these problems, there were other problems regarding the application of the process evaluation techniques: the project and performance assignments were carried out by the parents; ready-made homework was used; the students were not objective while evaluating themselves and their friends; difficulties were experienced while determining the related criteria; and problems were experienced in storing and keeping the students? products. The elementary school teachers put forwards such solutions to these problems as giving in-service training regarding the application of the process evaluation techniques, decreasing the number of evaluation forms, including more activities in the workbooks for effective use of the Turkish language and revising the exam system in line with the constructivist approach.Depending on the results of the present study, the teachers? suggestions put forward are as follows: activities should be organized to inform elementary school teachers and parents about the evaluation methods and techniques used in the course of Turkish Language. Guide books should be prepared for teachers to effectively use the process evaluation methods and techniques. In addition, qualitative and quantitative studies should be designed by obtaining information from parents and students to determine the problems experienced in the evaluation process of the Turkish Language course.Key words: Elementary school, Turkish Language course, elementary school teachers, measurement-evaluation methods and techniques.