An analysis of efficiency perceptions of teacher educators' assessment and evaluation at higher education

The aim of this study is to determine efficiency perceptions of teacher educators? assessment and evaluation at higher education.The sample of the study which?s a qualitative one included a total of 337 teacher educators working at the Faculties of Education at Adnan Menderes University, Anadolu University, Ankara University, Sütçü Imam University, Çukurova University, Dicle University, Ege University, Gazi University, Inönü University, Mersin University and Mustafa Kemal University. The study data was gathered by quantitative data gathering instruments and information forms developed by the researcher. This instrument was of 5 factors, and its factor load was between .41 and .85; Cronbach Alfa internal consistency was between .66 and .85. Test retest correlation of the instrument was .72.According to the study findings, the variables such as course content, the goals and subject area were primarily considered in the process of determination of the right assessment tool; however, the number of the students, the easiness of preparing the assessment tool and the course load teacher educators had were of critical role on this process, too.Additionally, it was observed that teacher educators mainly made use of written exams and multiple choice exams; they preferred assessment focusing outcomes; there were problems in giving feedback; validity and reliability of the assessment instruments were neglected and lastly there weren?t statistical operations on the results of measurements.Considering the answer averages of the teacher educators given to the assessment instrument of the study, there was a meaningful difference in terms of gender, educational background and professional field. However, the seniority of teacher educators? was observed not to be an effective variable.In this study, it? stated that teacher educators had some deficiency about assessment and evaluation at higher education and recommendations were given in accordance with the study findings.