Social science teachers opions on measurement and evaluation tools and practike examples

Quantification and consideration processes are the basic processes used to determine the objectives of education and training activities, to organize the content and to evaluate the results. The aim of this study is to reveal the opinions of social studies teachers about the measurement and evaluation tools they use in social studies lessons and to examine the application examples in this direction.The research is a qualitative study designed in accordance with the survey model. The survey model is defined as a research approach that aims to describe a past or present situation as it is. The study group of the research consists of 20 social studies teachers working in Pursaklar district of Ankara.Semi-structured interview form and exam papers from 20 social studies teachers for the 2019-2020 academic year were used in the research. The findings obtained in the research were analyzed by descriptive analysis and document review. Considering the results of the research, it is seen that although Social Studies teachers find complementary measurement and evaluation tools positive, they tend to use classical measurement and evaluation tools predominantly. The reason of classical measurement and evaluation tools are preferred more by Social Studies teachers is that they provide convenience in preparation, application and objective evaluation. The reasons why complementary measurement and evaluation tools are not preferred are. This is due to the inadequacy of the weekly course hours allocated for social studies education, the crowded classrooms and the teachers' unfamiliarity with these measurement tools. The thoughts of social studies teachers about the problems they encounter while using these measurement tools are that the time is insufficient, the classes are crowded and these tools are above the student level.It was observed that classical measurement and evaluation tools were used intensively in the application examples of the teachers participating in the research. It was seen that the complementary Quantification and consideration tools seen in the application examples of the teachers were dumb maps and concept maps.