Turkish teachers? attitudes towards their measurement and evaluation practices: Example Düzce

The main aim of this study is to reveal Turkish teachers? attitudes towards their measurement and evaluation practices. Their measurement and evaluation practices, the frequency of these practices and the ways student-centered measurement and evaluation practices are used are investigated in the thesis. Moreover, the study aims to identify the weak and strong points of student-centered measurement and evaluation practices when compared to traditional measurement and evaluation practices. Whether the participants? views vary according to their demographic information was also focused on.The sample selected for this study is made up of 89 Turkish teachers working in the Düzce province. As the data collection instrument, the questionnaire developed by Yıldız (2011) was used. Teachers? measurement and evaluation practices were written as percentages and frequency.Also, the Chi-Square test was applied in order to reveal whether their views vary depending on the demographic variables seniority, the way they attended the seminar and educational status.Most of the participants hold the idea that student-centered measurement and evaluation practices are necessary and they contribute to students? learning. It was also found that the teachers evaluate both the learning process and the product considering students? individual differences. Among student-centered measurement and evaluation practices, the most frequently used one were found to be project, performance assessment, observation, portfolio, group assessment and peer assessment. Besides, the most frequently used traditional assessment tool was found to be the written exam. According to the teachers, the superiority of the student-centered assessment stems from its assessment of the process and its power to reveal students? individual and cognitive differences. The weakest point of student-centered assessment is that it takes too much time to apply and the lack of time. In terms their views and different variables like seniority, the way they attended the seminar and educational status, no significant differences were found.