The effect of assessment and evaluation course based on the Dale's cone of experience on teacher candidates' academic achievement

The aim of this study is to investigate the effects of assessment and evaluation lesson structured according to Dale's cone of experience on academic success. For this study, which has an experimental design, a total of six groups were formed, which included 3rd-grade students from the departments of Primary School Teaching, Primary School Mathematics Teaching and Social Sciences Teaching from the Faculty of Education in Fırat University, as three experimental and three control groups. With the students of the Primary School Teaching department of the study, the validity and the reliability practice of the measurement tools and the pilot study were conducted. In the study, a real experimental design was adopted with the department of primary school teaching, with which the pilot study was conducted, while the semi-experimental design was adopted for the social sciences and mathematics teaching groups. The experimental group received the "Assessment and Evaluation" lesson in the teaching method, which was structured according to Dale's cone of experiences while the control group received the lesson with the traditional method. The findings of the study, whose data were obtained by achievement tests, performance-based rubrics and final exams, are as the following. • For the department of social sciences teaching, there is no significant difference between pre-test and post-test achievement scores of experimental and control groups. • For the department of primary school mathematics teaching, there is no significant difference between pre-test and post-test achievement scores of experimental and control groups. • For the department of social sciences teaching, in terms of the performance-based activity scores, significant differences were observed between the experimental and control groups, which was in favor of the experimental group. • For the department of primary school mathematics teaching, in terms of the performance-based activity scores, significant differences were observed between the experimental and control groups, which was in favor of the experimental group. • For the department of social sciences teaching, in terms of the final exam scores, significant differences were observed in favor of the experimental group. • For the department of primary school mathematics teaching, in terms of the final exam scores, no significant difference was observed between the groups. Keywords: Academic Achievement, Dale's Cone Of Experience, Assessment And Evaluation, Educational Technology.