Social studies teachers? capability of using formative measurement and evaluation methods

The aim of this study is to determine social studies teachers? capability of using formative measurement and evaluation methods. To achieve this aim, two groups of teachers, 78 and 39 social studies teachers in Kırşehir elementary schools in 2010-2011 academic year were taken as the sample of the study. They were asked the questions to get their opinions the methods. Descriptive model was used in the study and the data was collected by using ?Determining Scale of Formative Measurement and Evaluation Methods? and ?Interview Form of Formative Measurement and Assessment Methods? both of which were developed by the researcher. ?The Determining Scale? was carried out with 78 teachers and ?The Interview Form? was implemented on 39 teachers. In the process of analyzing the collected data, distributions of Frequency (f) and Percentage (%), Mean ( ) Standard Deviation (SD), Kruskal-Wallis H-Test, Mann Whitney U-Test and Spearman were used.The research result indicated that teachers have frequently respectively used methods which were performance evaluation, concept maps, projects, observation forms, attitude scales, interview, portfolios, research study sheets and self assessment. However, they have less frequently used respectively following methods; structured grids, diagnostic tree, peer evaluation, control list and word association test. The teachers justified themselves for not using the methods stating that classrooms were crowded and the methods have brought extra costs from the point of financial, moral and time consuming view. Moreover, the teachers haven?t known enough about the methods and they have believed some of the methods didn?t have very useful effects. The frequency of using formative measurement and assessment methods haven?t changed according to the subject of teachers and classroom population. On the other hand, it has indicated significant difference with respect to the experience of the teachers and the type of the faculties. Moreover, there was a significant difference among social studies teachers considering the usage of formative based measurement and assessment methods.Key Words: Social Sciences, assessment-evaluation, formative (alternative) measurement and evaluation methods.