Investigation of mathematics teachers' approaches to evaluating skill-based open-ended questions

This study aims to examine mathematics teachers' opinions on open-ended questions and skill-based open-ended questions, their usage practices, and assessment approaches. Within the scope of the research, teachers' general attitudes towards such questions, their experiences regarding the preparation, implementation, and scoring processes, and their perceptions of the psychometric properties of these questions are examined in depth. The study was designed as a case study, one of the qualitative research methods. The research data were obtained from 20 mathematics teachers working at secondary and high school levels under the Ministry of National Education in a province located in the Aegean region. A semi-structured interview form developed by the researchers was used as the data collection tool in the study. Qualitative content analysis and descriptive statistics were used to analyze the data. As a result of the study, it was found that most mathematics teachers use open-ended questions and define them as questions without multiple-choice options. It was determined that the main reason why mathematics teachers use open-ended questions is to observe student competencies. However, the findings revealed that mathematics teachers use skill-based open-ended questions only to a limited extent, meaning they do not use them frequently. In addition, it was concluded that, according to mathematics teachers, the most significant advantage of skill-based open-ended questions is that they enhance students' reasoning and thinking skills. At the same time, their disadvantage lies in the negative emotions they may induce, such as anxiety, lack of self-confidence, and negative attitudes that affect student motivation. It was also found that mathematics teachers have not received formal training on preparing, implementing, or scoring skill-based open-ended questions. Most teachers prepare these questions by benefiting from existing resources, paying attention to the alignment with learning outcomes and content, and using them for formative assessment. The study also found that skill-based open-ended questions are generally scored step-by-step according to the solution process, teachers often need to re-score the answers, and all participating teachers prepare detailed answer keys before the exam. Mathematics teachers reported that they usually conduct item analysis through observation, check alignment with learning outcomes for content validity, and use achievement scales. In light of the difficulties encountered and the challenges experienced during the assessment and evaluation phases, it is recommended that relevant institutions plan comprehensive in-service training programs for mathematics teachers.