The predictive power of academicans' assessment literacy to subjective well-being, academic procrastination and academic self-efficacy in terms of different variables

The purpose of this study is to analyze the predictive power of academicans' assessment literacy to subjective well-being, academic procrastination and academic self-efficacy in terms of different variables. Analysis of academicans' assessment literacy, subjective well-being, academic procrastination and academic self-efficacy in terms of different variables is also among the aims of the research. The study which is a quantitative research was carried out in the relational screening model. The universe of the research consists of academicians from various departments working in faculties of education at public universities in Turkey in the Spring Term of 2018-2019 Academic Year. The sample of the research was composed of 498 academicans who were chosen from the universe by the "Universe Unspecified Cluster Sampling Method". Data in the study were collected by using an information form and four scales. The "Information Form", which includes questions aimed at determining demographic information from participants, developed by the researcher, consists of 5 items. The "Assessment Literacy Inventory" which was developed by Mertler and Campell (2005) and adapted to Turkish by Bütüner et al. (2010), was used by the researcher. This inventory consists of 30 items and 6 sub-dimensions named as follows respectively; "To be able to choose assessment and evaluation methods that can be suitable for teaching decisions", "To be able to develop measurement and evaluation methods suitable for teaching decisions", "To be able to apply measurement-evaluation, to score and interpret the results", "To be able to use measurement and evaluation results while making decisions about student, teaching planning, program development and school development", "Ability to develop valid grading procedures while making the assessment of students" and "Communication with students, parents and other educators with assessment and evaluation results". "Academic Self-Efficacy Scale for Instructors" (2020) developed by the researcher; It consists of 5 sub-dimensions and 33 items. The scale sub-dimensions are named as follows respectively; "Comparing yourself with other faculty members", "Being able to combat the difficulties faced", "Self-development", "Effective teaching process of a course" and "Extracurricular activity". Data collection tools named the "Subjective Well-Being Scale" consisting of 46 items and one dimension developed by Tuzgöl Dost (2005) and "Tuckman Procrastination Behavior" developed by Tuckman (1991) and adapted to Turkish by Uzun-Özer, Saçkes and Tuckman (2009) are other tools applied. The data obtained in the study were analyzed through SPSS 25.0 Package Program. Pearson correlation and hierarchical regression analysis were applied to determine to what extent academicians' assessment-evaluation literacy predicts to subjective well-being, academic procrastination and academic self-efficacy with gender, title, working time and department. Descriptive statistical techniques such as frequency, percentage, mean, standard deviation, independent samples "t" test and one-way analysis of variance were used in the analysis. In these analyzes, p = 0.05 was accepted for the level of significance. The results obtained from the analyzes made in the research are as follows according to the order of sub-objectives: It has been determined that there is a moderately positive correlation between the measurement and evaluation literacy of academicians and their subjective well-being levels and academic self-efficacy levels, and measurement and evaluation literacy has a weakly negative relationship between academic procrastination. it was determined that while the prediction rate of academicians' measurement-evaluation literacy levels with gender, title, working time, and department to subjective well-being was high, while the prediction rate of academicians' measurement-evaluation literacy levels with gender, title, working time, and department to academic procrastination and academic self-efficacy was low. As the titles of faculty members rise, their literacy levels increase and academic procrastination tendencies decrease. It has been determined that academicians working in Educational Sciences and Mathematics and Science have higher literacy levels in measurement and evaluation than academicians working in the Social Sciences Department and the Fine Arts Department. It was noticed that the subjective well-being levels of the academicians working in the Department of Mathematics and Science Education and the Department of Basic Education were significantly higher than the academicians working in the Social Sciences Department. The subjective well-being and academic self-efficacy levels of academicians are directly proportional to their working time. Academic procrastination tendency decreases as the working time of academicians increases. When self-efficacy levels were examined by title, it was determined that the self-efficacy levels of researcher assistants were higher than that of lecturers, and although it was not meaningful, it was observed that the academicians who have higher the title, have higher self-efficacy levels. Base on research findings; In order to enable academicians to develop their measurement and evaluation literacy levels, activities, process, seminars, such as using alternative measurement techniques, process-oriented evaluation and integrating technology into the measurement and evaluation process, should be implemented to improve themselves. In the same subject, it is recommended to increase the number and hours of measurement and evaluation courses in undergraduate or graduate programs in education faculties and to give these courses in practice if possible. Again, in order for these courses to be effective and efficient, they must be provided by teachers who are experts in their field. In the study, based on the finding that the self-efficacy of the instructor, subjective well-being and academic procrastination affect their performance at work, activities that will increase the self-efficacy and subjective well-being of the academic staff working in the education faculty should be allocated, and the negativities that would lead to academic procrastination should be eliminated. Keywords: Measurement and evaluation literacy, subjective well-being, academic procrastination, academic self-efficacy, Academicians, Faculties of Education