The analysis of elementary school teachers' competency perceptions on measurement and assessment

Teacher qualifications are an important influence on the quality of education. Teaching, general culture, field knowledge, pedagogical knowledge and competence are compulsory occupations. One of these important qualifications that teachers should have is the competence of measuring and evaluating knowledge and skills. Teachers need to be educated in this area in order to be able to do the measurement and evaluation in a reliable and objective way and to use the information that they have obtained as a result of the training they have taken effectively. The aim of this research is to assess the views of elementary school teachers on their ability to have measurement and assessment competences. In this study, Measurement and Evaluation Scale (ÖVDB) was developed and examined according to some variables. Some findings obtained through the developed scale include:  There was no statistically significant difference in terms of sex change in terms of the scale as a whole and its sub-factors.  In terms of the total and sub-factors of the ÖVDB scale, there was a significant difference in favor of the ones in Elazığ province in general according to province variable.  There was a significant difference in opinion according to the task place for the whole scale and four sub-factors. This difference was generally between Elazığ Merkez, Bitlis Merkez and Bitlis Güroymak.  According to the results of the analysis of the differentiation of opinions about the level of teachers' ability to have evaluation and evaluation skills according to the employment status of the staff or the wage, a differentiation in general has been reached in favor of the permanent teachers.  No significant difference was found in all four dimensions of the measurement and evaluation scale compared to the graduated faculty variable.  In the analyzes made to determine the difference according to the education level, it was determined that only the scale of Feedback and Guidance differed according to the level of education. The difference was realized between class teachers with undergraduate degrees and undergraduate students with undergraduate degrees.  According to the findings obtained from the research, the level of proficiency of the assessment and evaluation perceived by the teachers differs according to the duration of the service.  There was a difference in opinion according to the presence of the class in which all four dimensions of the scale were trained. This difference is generally between the views of 21-30 elementary school teachers and the opinions of 20 or more elementary school teachers.  Teachers' perceptions of competence in assessment and evaluation differ for both the scale and the four factors, according to the class being taught. This difference is generally between the opinions of teachers who have combined elementary school instruction and other elementary school teachers.  Significantly high positive correlations were observed between all subscales of the scale and all of the scale. The highest correlation score is between all AP sub-dimensions.