Study on the effects of classroom assessment techniques (CAT's) based instruction on students' competency of assessment and evalution course

In this research, it was tested that whether or not there was a difference between the proficiency level of prospective teachers who were taught with Classroom Assessment Techniques (C.A.T?s) in the experimental group on measuring and evaluation course?s test and item stasictic content and the proficiency level of prospective teachers who were taught without C.A.T?s in the control group. Also, in the research, the ideas of the students in the experimental gorup related to usage of these techniques has been investigated.In the study, it was conducted on experimental design with control group pretest-post-test, quantitative research models with single scan model and focus group interwieving in the context of qualitative research.There were 30 students in the experimental group (21female, 9 male) and 38 students in the control group (23 female, 15 male) who were the students in department of art education in The Faculty of Education, in Abant İzzet Baysal University.Before and after the instructional practices of experimental and control groups of students were tested with t-test. Descriptive statistics of the survey results have been found by subtracting the percentage and frequency values. Focus group results obtained from the interview data have been resolved descriptively.In the study the following conclusions were reached :When pre-test and post-test total points are taken into consideration., it has been seen that there is not a significiant difference among the prospective teachers who are in the experimental and control group in terms of proficiency level.As a result of the comparisons made pre-test and post- test total points. It has been seen that there is a significiant difference among the prospective teachers who are in the experimental and control group in terms of proficiency level.When the post-test points are taken into consideration, it has been seen that there is a significiant difference in he favor of the teachers in the experimental group.When the post-test scores are taken into consideration, for the prospective teachers in the experimental and control group,it is seen that there is a significiant difference between the proficiency of solving different problems for the test and item statistics and interpreting the results of these problems and the total points of the proficiency of solving these problems and interpreting the problems? results .It is not determined that there is not a significiant difference between two groups in terms of the structure of distribution and interpretation and the proficiency of solving the problems belonging to diagram matter.Thanks to this questionnaire, we can see that C.A.T?s increases the awareness of what is not understood during the course.It makes the course content comprehensible and makes easy to take notes.Also, it does not take time to use C.A.T?s. Moreover, it is stated that it is proper and easy to use in classes, it supports the learning process. Also, C.A.T?s give chances to students to ask what is not asked and to use during their teaching life.As a result of focus interwiev, even if the use of C.A.T can be difficult in crowded classrooms, it helps to make the things learned intensify and permanent, learn the subject quickly, overcome the missing point easily, make the lesson enjoyable.The students feel themselves talented.It can also increase the participation and maked he course enjoyable.Key Words: C.A.T, Test and Item Statistics, Prospective Teachers