Examination of Turkish teachers' attitudes towards assessment and evaluation (Şanlıurfa provincial example)

This study, which has a quantitative and qualitative character, uses a mixed design; it consists of five main sections: Introduction, Conceptual/Theoretical Explanations, Method, Results, Conclusion, and Discussion. In this study, Turkish teachers' attitudes towards measurement and evaluation were examined in terms of gender, class size, the program graduated, the number of books read, and class size taught, and the level of overlap of the findings with the qualitative results was examined; as a result, the following findings were reached: With the first sub-problem, the general level of Turkish teachers' attitudes towards assessment and evaluation was examined and it was determined that they had a positive attitude at the level of I agree. With the second sub-problem, it was examined whether there were significant differences between the scores of Turkish teachers' attitudes towards measurement and evaluation in terms of gender variables. As a result of the research, it was determined that there were no significant differences between the scores of Turkish teachers' attitudes toward assessment and evaluation in terms of gender variables. With the third sub-problem, it was investigated whether Turkish teachers' attitude scores towards measurement and evaluation show significant differences according to the variable of professional seniority. As a result, it was determined that there were significant differences between the attitudes of Turkish teachers towards assessment and evaluation in terms of the professional seniority variable. With the fourth sub-problem, it was tested whether there was a significant correlation (correlation) between Turkish teachers' attitude scores towards assessment and evaluation and their reading habits. As a result, a positive, low-level significant relationship was found between Turkish teachers' attitudes towards measurement and evaluation and their reading habits. It was investigated whether there is a significant difference between the fifth sub-problem and the scores of Turkish teachers' attitudes towards assessment and evaluation in terms of the program graduated. As a result of the research, it was determined that there is a significant difference between the scores of Turkish teachers' attitudes towards assessment and evaluation in terms of the graduated program variable. It was investigated whether there is a significant difference between the sixth sub-problem and the scores of Turkish teachers' attitudes towards assessment and evaluation in terms of the number of classes taught. As a result of the research, it was determined that there was a significant difference between the class size taught and the attitude scores of Turkish teachers toward assessment and evaluation. With the seventh sub-problem, the opinions of Turkish teachers about measurement, and evaluation were taken. The opinions of Turkish teachers were digitized, and the results were presented in tables. Key Words: Assessment, Evaluation, Education, Attitude, Turkish Teachers