Competency perceptions of science and technology teachers in relation to assessment and evaluation techniques and their opinions (sample of Adiyaman province)

This study aims at determining the competency perceptions of science and technology teachers in relation to using conventional and alternative assessment and evaluation techniques and their opinions about these approaches. It also aims at determining whether the competency perceptions of science and technology teachers vary according to sex, in-house training, receiving assessment-evaluation course, higher education program from which they graduate, years of service and educational background. The sampling of the research carried out by using scanning model is composed of 90 science and technology teachers working in Adıyaman province and Merkez district. ?Teachers? Opinion Survey for Evaluation Aspect of Curriculum for the Year 2005 (ÖPDBYÖGA)? developed by Fer, Bulut and Dikmen (2005) was used in order to determine the competency perceptions of teachers in relation to assessment-evaluation. In addition, semi-structured interview was conducted by 6 science and technology teachers selected from the sampling. Independent and dependent group t-test and unilateral variance analysis were used to analyse data obtained from the scale. Descriptive and categorical content analyses were used for the analysis of data obtained from interviews. As a result of the analysis of the scale that constitutes the quantitative part of the research, it was determined that teachers perceived themselves competent in using traditional assessment-evaluation techniques and incompetent in using alternative assessment-evaluation techniques. It was found out that competency perceptions of teachers varied according to sex, years of service and high education program from which they graduate. It was determined that competency perceptions of teachers did not vary according to their educational background, in-house training and receiving assessment-evaluation course. As a result of interviews that constitutes the qualitative part of the research, it was revealed that teachers did not perceive themselves as competent in assessment-evaluation applications and they wanted in-house trainings to be provided regularly and periodically by experts through practical activities. While some teachers think that programs from which they graduate do not affect their assessment-evaluation competencies, the others think that graduating from teachers? college may increase their assessment-evaluation competencies.