Evaluating measurement and evaluation aspect of high school mathematic curriculum based on teacher's opinion

The aim of this study is to evaluate measurement and evaluation aspect of high school mathematic curriculum (9th-12th grade) based on teacher's opinion. After evaluation, suggesting some advice is another aim of this study. The data for this study, which was carried out descriptive and scanning model, obtained through fivefold likert questionnaire which is one of the quantitative data collection techniques. The universe of the study comprises 750 high school mathematic teachers during 2013-2014 education years in Elazığ, Trabzon, Hatay and Kars. Sample is made of 159 high school mathematic teachers from that universe. The data was analyzed through descriptive statistical techniques such as arithmetic mean, Standard Deviation Technique, Independent Group's ''t''- test, One Way Variance Analysis (ANOVAs), Mann Whitney U Test and X2 test. The analyzed data has been tabulated and commented. While commenting the finding and having conclusion related research and literature has been used. At the end of the research, in consideration of quantitive data analysis, it is understood that participant mathematic teachers are indecisive about adopting measurement and evaluation of High school Mathematic curriculum. This indecisiveness is higher among teachers who have 16-20 years experience and graduated from Science-Literature Faculty. Furthermore, these same teachers while measuring and evaluating pay attention to the principle of curriculum as '' each student learns mathematic''. Another important conclusion of the study is that high school mathematic teachers have traditional evaluation aim. Correspondingly, it is identified that in their exams teachers usually ask question to measure the information rather than mental skill. The participant teachers expressed agreement to the question that current high school mathematic curriculum should be examined to define the level of attainment, to determine strong and potentially strong sides of the students and to determine the effectiveness of education. It is determined that the teachers who participated to the research prepare test plan before the examination while preparing measurement tool. It is understood that male and experienced mathematic teachers are more sensitive to prepare test plan before examination. Also it has been found that these same teachers as traditionally take course book as reference while preparing exam questions. Using course book as a reference to prepare exam questions is more common among bachelor graduated mathematic teachers than the teachers who have master degree and again more common among Faculty of Education graduated mathematic teachers than Science-Literature graduated teachers. In this research, it has been found out that mathematic teachers pay attention their colleagues' opinion while preparing exam questions but they do not care their students' opinion. Moreover, teachers, in the light of current mathematic curriculum, prepare their exam for these purposes in an order; oriented to reasoning, oriented to relation among concept, oriented to communication, oriented to modeling real life problems and oriented to finding solution. Besides these, teachers are indecisive about the question ''I ask complex questions which need high level of thinking.'' This indecisiveness is higher among Science-Literature Faculty graduated teachers. In the study, it has been found out that participant teachers while doing evaluation pay attention to students' academic achievements, their daily studies, self confidence and self arrangement, their attitude towards mathematic, their social skills and aesthetic features. According to findings, high school mathematic teachers announce the answer key right after the exam. However, they are indecisive about changing this answer key according to class. This indecisiveness is higher among 21 and more years experienced teachers. In brief, it can be evaluated that participant mathematic teachers have not adopted the measurement and evaluation of current High School Mathematic Curriculum for which these teachers are responsible and it is mainly because of lack of knowledge about the subject. Although these teachers adopt some kind of modern aspect of current curriculum, they still have traditional point of view in purpose of measurement and preparing measurement tool. It is concluded that this contradiction is because of lack of necessary knowledge about new developments on measuring and evaluation. Key Words: High School Mathematic Curriculum, Measurement and Evaluation in Mathematic, Math Training, Curriculum Evaluation, Opinion of Math Teachers.