Designing a professional development program for supporting mathematics teachers' use of student response systems an assesments tool

The aim of this master's thesis is to determine the opinions of mathematics teachers about classroom responder systems that can be used in the measurement-evaluation process and to examine the opinions of teachers who use classroom responder systems in classroom practices. For this purpose, it is aimed to provide information about measurement-evaluation applications that can be made with the support of technology and their use, and to offer teachers the opportunity to practice. The data of this research were collected by the case study method, which is a qualitative research method. The study A three-day professional development training was conducted with 40 mathematics teachers (20 middle school, 20 high school) working in Izmir. Among these mathematics teachers, classroom practices were carried out with 3 middle school and 3 high school mathematics teachers for the use of Web 2.0 tools in the educational content in the measurement-evaluation process. The study sample was determined by the purposive sampling method, which allows in-depth research. During the three-day professional development training, teachers' assessment-evaluation approaches, their use of technology in education and measurement-evaluation processes were tried to be revealed. opinions were tried to be determined. Lessons were listened to by six teachers (3 middle school, 3 high school) who experienced these tools in classroom practices. Interviews were held with the teachers about the processes they experienced in preparation and classroom practices with Web 2.0 tools. Data collection forms used before and after the training, video recordings of classroom applications, observation notes of the lessons, and interviews conducted before and after classroom applications are the data sources of the study. While the data collection forms were analyzed with the content analysis method, the transcripted lecture videos and interviews were analyzed with the descriptive analysis method together with the observation notes. From the data obtained in the research, it was seen that at the beginning of the study, the teachers used technology as a question reflection from the smart board, and they used technology in the measurement-evaluation processes to solve more questions and to save time they would spend by writing the question. It was concluded that the number of teachers who received training on measurement-evaluation and technology use is few, and that the use of technology in measurement-evaluation processes is not common among teachers. It has been observed that the awareness of Web 2.0 tools is low. Although it was seen that the teachers who were satisfied with the educational processes carried out, expressed a positive opinion about the idea of using Web 2.0 tools in the measurement-evaluation processes, it was seen that the teachers expressed a negative opinion about the use of Web 2.0 tools in the classrooms due to the curriculum density and infrastructure/hardware features. They stated that the Web 2.0 tools chosen by the teachers who carry out classroom applications are the applications that will attract the attention of the students and increase the participation. It was concluded that the teachers who carried out classroom practices made formative assessments by identifying their learning deficiencies and trying to give immediate feedback. It was seen that the biggest problem experienced during the implementations was the problems created by the internet and infrastructure/hardware features. It has been understood that this situation is in parallel with the opinions of the teachers after the training.