Evaluating 2015 and 2018 fourth grade primary school Turkish curriculum according to CIPP curriculum evaluating model

The purpose of this study is to 2015 and 2018 evaluate the fourth grade primary school Turkish curriculum according to CIPP model. In this study, survey method, one of the descriptive research method was used. The universe of this study consisted of 987 primary school teachers working in Afyonkarahisar. The sample consist of 524 primary school teachers (400 curriculum for 2015, 124 curriculum for 2018) chosen by disproportionate cluster sampling method. Data collection instrument was "Fourth Grade Primary School Turkish Curriculum Evaluation Scale". The scale was developed by researcher and consists of 31items. Cronbach Alpha reliability coefficient was found 0.90. Primary school teachers' responses were analyzed by using Mann Whitney U, Kruskal Wallis Tests and Spearman colaration analyze. The primary teachers who participated in the study answered all the items included in the contex, input, process of the 2015 and 2018 fourth grade Turkish curriculum as "I agree". The teachers participated in the study answered as "I agree" for the item of "the development of students' ability to speak in public is not satisfactory" in the product dimension of the 2015 Turkish Curriculum. However, it was seen that the teachers who expressed their opinions in the evaluation of the 2018 Turkish Curriculum indicated that they did not agree in this item. The relationship between the sub-dimensions of the 2015 and 2018 Turkish course curriculum was examined. There was a low level relationship determined in the context, input, process dimensions and their sub-dimensions, however there was a significant and moderate relationship determined in the product sub-dimension.