Assessment of Measurement-Evaluatıon Methods and Technıques Used in The Lesson of Turkısh Language Accordıng to Prımary School Teachers

The aim of this study is to assess measurement-evaluation methods and techniques used in grades 1-5 in accordance with the views of primary school teachers. The group from which data was drew is 377 grades 1-5 primary school teachers working in primary and seconday schools located in Burdur’s downtown and counties, in 2009-2010 education season. The data of this study that is a descriptive research design based on survey method was compiled by means of the survey named as “Evaluation of Assessment Methods and Techniques Used in the Turkish Course”. In addition to percentage and frequency estimates, Chi-Square Independent Test was used to determine whether there is a relationship among variables. While primary school teachers employ measurement-evaluation methods and techniques at basic level in the lesson of Turkish language to determine the accomplishment level of the goals, they employ them minimally to mark. The fact that formative evaluation consumes time, having a lot of methods and techniques that do not serve a purpose fully is the problem with which primary school teachers often face. In addition to these problems, other problems are known to be occuring such as projects and performance duties being done by parents; using of prepared homeworks; the presence of students who can not be impartial during self and pair evaluation; difficulties faced in deciding on criterion and the problems seen during storing and keeping student works. Teachers proposed reducing of number of evaluation forms. Besides formative evaluation had to be included in inservice training activities.