A study on examination of science teachers' self-efficacy beliefs towards measurement and evaluation

The General Competencies for Teaching Profession published by the Ministry of National Education (2011) the competence of measurement and evaluation is an efficacy that teachers should have. In order to apply measurement effectively and evaluation in the educational process, teachers should have measurement and evaluation self-efficacy belief. This study started due to these reasons; this study was conducted for the purpose of offering a suggestion by examining measurement and evaluation self-efficacy belief levels of science teachers and variables related with it. The study using survey is applied on 560 science teachers working in state middle schools in three central and three provincial districts in Ankara during the school year of 2020-2021. The Measurement and Evaluation Self-Efficacy Belief Scale, the Attitude Scale for Measurement and Evaluation and the Assessment Literacy Inventory were used as data collection tools. Data was analyzed using the Independent Samples t Test, Pearson's Correlation Coefficient and One Factor Analysis of Variance (ANOVA). The study observed that the variables of receiving education about measurement and evaluation, the sufficiency level of university education in learning and using the measurement and evaluation techniques, the status of using technology- supported measurement and evaluation tools, the status of using alternative measurement and evaluation tools, the frequency of using measurement and evaluation techniques-tools, the level of anxiety towards measurement and evaluation, the level of interest towards measurement and evaluation, the knowledge level regarding the measurement and evaluation, the type of teaching the lesson and the level of attitude towards measurement and evaluation created significant differences in science teachers' self-efficacy beliefs towards measurement and evaluation. Furthermore, it was determined that there is a high-level and positively significant relationship between self-efficacy belief and attitude towards measurement and evaluation. In addition it is seen that the variables of age, gender, work experience, type of the faculty where teachers graduated from and education level (undergraduate-graduate), weekly instruction hours, the average number of students in the class caused no significant difference on science teachers' self-efficacy beliefs towards measurement and evaluation. According to the research results, the level of teachers in terms of the Measurement and Evaluation Self-Efficacy Belief should increase about the variables making a significant difference by providing in-service training.