A research over the functionality of the evaluation ? assessment process of the Turkish program (Sample of Tekirdağ province)

The objective of this study is to determine whether the teachers of Turkish language for 6th, 7th, 8th classes of secondary schools, who are working in Tekirdag Province, Central Disrtrict, can implement the evaluation - assessment process of the changing TEACHING PROGRAM of TURKISH LANGUAGE for SECONDARY SCHOOLS (6TH, 7TH, 8TH CLASSES) functionally. The study aims to pass a judgement on the functionality of the evolution ? assessment process of TEACHING PROGRAM of TURKISH LANGUAGE for SECONDARY SCHOOLS (6TH, 7TH, 8TH CLASSES).In this study, qualitative research is conducted and the general scanning model is used. The sample of the study consists of 50 Turkish language teachers, who are working in secondary schools in the central district of Tekirdag Province, in 2008 ? 2009 academic year. Questionnaire forms are used in order to collect data, in accordance with the objective of the study.At the end of the study, findings regarding the application frequency of the alternative evaluation techniques indicates that Turkish language teachers are applying all of the evaluation ? assessment techniques. However, during the assessment process, the evaluation tools such as observation forms, self ? assessment forms are not widely used by all of the teachers yet. Project and performance assignments are significant in evaluation and assessment.The study shows that Turkish language teachers in secondary schools do not consider the results of self ? assesments, peer assessments and group assessments in a desired level. Moreover, it has been seen that Turkish language teachers in secondary schools mostly use the marking scales created by themselves and opinions of the students are not taken into consideration while designing the marking scales.When several opinions are assessed regarding the alternative evaluation and assessment methods which are anticipated by the new secondary school education program, the teachers mostly agree upon a few disadvantages of the methods, such as the excessive time consumption and complexity in their application. Besides, they also emphasize that the methods have significant advantages, such as they give an opportunity to assess the process, as well as they allow the teachers to get to know their students better, the students to get to know themselves better, to monitor the improvements of the students and to make more accurate decisions in directing the students towards their future career goals.Key Words: Evaluation, assessment, Turkish language program, teaching of Turkish language