مرکز منطقه ای اطلاع رساني علوم و فناوري - THE DETERMINATION OF PRIMARY EDUCATION MATHEMATICS TEACHERS’ LITERACY LEVEL OF MEASUREMENT AND ASSESSMENT

Abstract :

The introduction of the new program in the academic year of 2005-2006 places a great emphasis on the new procedures in measurement and assessment. The measurement and assessment techniques used in the new program for elementary education are process and result-focused. It is known that the activities for a number of measurement and assessment techniques and methods which are already used or asked to be used in schools are, to a considerable extent, incomplete and insufficient. It is a necessity to determine whether or not measurement and assessment procedures are satisfactorily considered during the assessment process of students’ knowledge and skills. The purpose of this study is to determine mathematics teachers’ literacy level of measurement and assessment. The study, in which was used qualitative research method, was conducted in the academic year of 2008-2009 on twenty mathematics teachers employed in elementary-schools in the Province of Giresun. In the research was used a semi-structured interview form as a tool of data collection. The results indicated most of the mathematics teachers were satisfactorily acquainted with the concepts of measurement and assessment and that most of them were not knowledgeable enough about the concepts of validity and reliability. It was also found in the study that they didn’t scientifically know how to ensure the validity and reliability of measurement instruments. Mathematics teachers establish their students’ entry performance of mathematics through such particular procedures as question-answer, problem-solving, and questions from daily-life.