The situation of social studies teachers' using of process-oriented assessment and evaluation instruments: A sample of İstanbul

In this study, it was inquired that whether social studies teachers are able to use process-oriented assessment instruments or not and the question ?What is the situation of social studies teachers? using of process-oriented evaluation and assessment instruments?? was asked.This study was made by an quantitative research model. This case study research includes 2010 ? 2011 education year and the primary schools of central districts in Istanbul such as Fatih, Gaziosmanpasa, Basaksehir, Eyüp, Beyoglu, Güngoren, Esenler, Bagcılar and Sisli. Also, the sampling frame of this research covers appropriate sample of 155 primary schools and 270 social studies teachers being members of different socio economic status. By means of the collected datas, a data base was formed on computer using by a statistics program called ?SPSS 15.O?. The datas were evaluated in terms of the personal information of the teachers, the percentage frequency of their using assessment instruments and reasons of their not using those methods. Besides, to understand if there is a correlate between teachers? using the process-oriented assessment instruments or not and their age, sex, occupational situation, the department where they graduate from, variants of in-service training, a test called ?Ki Kare? (?2) was benefited. The results of the study were interpreted by means of sub-problem charts.As a result of this study, it has been reported that performance evaluation tests and projects are ?always? being used; on the other hand, structural grid instrument, descriptive branched tree technique and peer assesment instruments are never being used. Also the social studies teachers say that they don?t prefer the process-oriented evaluation and assessment instruments because of such reasons; the insufficiency of time, crowded classes, the absence of evaluation instruments in curriculum, their bringing a burden on teachers and students, their lack of information about these instruments, the difficulty of preparing and performing of the instruments and their being unreliable. As a result, it should be pointed out that teachers don?t know these tools well enough, when we look at the frequency of their using these methods. For this reason, especially The Ministry of National Education is suggested to prepare in-service trainings and practical courses for teachers about process-oriented evaluation and assessment instruments. Also the universities should teach effectively how to use the alternative evaluation ways.Key Words: The Process-Oriented Evaluation and Assessment, Social Studies Teachers, Social Studies Education