Views of Preservice Teachers of Social Studies About the Assessment and Evaluation Activities Based on Constructive Approach

In recent years, changes and developments in the individual, social, economic, scientific and technological areas have also caused the change in the understanding of learning and teaching process. Turkey has reprepared the teaching programs beginning with the primary school programs since 2004 in order to reflect those changes and developments in teaching and learning processes on education system. In the renovated programs, assessment and evaluation practices have been changed according to the requirements of the age and constructivism approach has been used as base. However, the conducted studies have shown that neither the teachers nor a notable number of the preservice teachers have the adequate information, skill and experience about the new assessment types that constructive teaching approach has brought about. Assessment and evaluation, one of the main elements of teaching programs, guides teachers, program makers and education directors for the process of feedback so as to determine the learning levels and learning needs of students. Therefore, the views, attitudes, inadequacies of teachers and preservice teachers about assessment and evaluation as well as the determination and solution of the problems they face during The objective of this study is to determine the views of preservice teachers about the assessment and evaluation activities based on the constructive approach. Work group of the study comprises 86 preservice teachers studying Social Studies Teaching, 4th grade in Kazım Karabekir Faculty of Education in Atatürk University. The model of the study, in which the qualitative approach is adopted, is survey model. In order to collect data, constructive interview form has been used. Preparing the interview form, specialist views have been consulted. The data, obtained by means of semi structured interview form, has been analyzed through content analyze. The answers that preservice teachers have given in response to the questions asked in the structured interview form have been presented as tables with their percentages and frequencies. 76 percent of the preservice teachers have stated that they have never faced the activity based assessment practice in their education life, 91 Percent have stated that they want to see the practice. Preservice teachers have listed the reasons why they want to see the activity based assessment practice as it improves high level skills, reveals the potential of students, provides permanent learning and it is away from memorization, convenient for constructivism, funny and relaxing, and convenient for individual differences. Furthermore, the conclusion, showing the fact that preservice teachers regard the activity based assessment practice formate as relaxing, funny and appealing, has been reached.