ÖĞRETMENLERİN ÖLÇME VE DEĞERLENDİRMEYE YÖNELİK TUTUMLARININ BELİRLİ DEĞİŞKENLER AÇISINDAN İNCELENMESİ

Abstract

The aim of the research is to determine the attitudes of teachers towards measurement and evaluation processes and to examine whether these attitudes show significant differences in terms of demographic variables such as gender, age, branch and service period. The research was carried out with the participation of 130 teachers working in Selçuklu district of Konya province in 2025. In the study, the relational screening model, one of the quantitative research methods, was adopted, the data were collected using a standardized measurement-evaluation attitude scale and the obtained data were analyzed with t-test and ANOVA techniques. As a result of the research, it was determined that the attitudes of teachers towards measurement and evaluation were generally at a moderate level. No significant difference was observed according to the gender variable. In terms of the age variable, it was determined that the attitudes of teachers aged 41 and over were statistically significantly more positive. According to the branch variable, it was determined that Turkish teachers' attitudes towards measurement and evaluation were higher than those of classroom teachers. Although there was no significant difference in terms of service period, the attitude scores of teachers who worked between 1-5 years were found to be remarkably low. In line with the findings, it is recommended that measurement and evaluation practices be given more place in pre-service and in-service training programs; and that supportive content be provided especially for teachers who are new and in the classroom position.