%0 Journal Article
%T Teachers¡¯ Views on Methods of Measuring Student Achievement
%A Abdullah Ad£¿g¨¹zel
%A Selma Sar£¿o£¿lu
%A £¿zg¨¹r Sirem
%J -
%D 2018
%X The aim of the study was to determine the assessment methods and the frequency of the methods used by teachers in measuring and evaluating the student achievement in the teaching-learning process. In addition, in the research, mixed methods which teachers prefer to use with traditional and alternative measurement methods have been tried to be determined. For this purpose, the prepared scale was applied to 76 teachers working in primary schools in D¨¹zce, Ak£¿akoca district and 86 branch teachers working in primary and secondary schools. In this research, classroom teachers and branch teachers stated multiple choice tests, pairing tests, gap completion tests, short answer tests, and oral evaluation tests as the most appropriate methods for evaluating student success. Class and branch teachers preferred to use traditional methods to evaluate student achievement. Classroom teachers have been able to follow development files from alternative measurement methods, based on observation and presentation evaluation methods and have used these methods most of the time. Branch teachers consider project assignments, observation-based assessments, performance tasks and checklists. However, they have sometimes used these methods as frequency of use. According to the data obtained from open-ended answers; there is a partnership in the methods used by class and branch teachers to evaluate student achievement. Both the branch and the class teachers stated that they are using traditional tests, multiple choice tests, correct false tests, matching tests, completion tests.While class teachers evaluated the success of the students, it was seen that branch teachers gave importance to performance measurement while alternative development methods were followed by development files, project assignments, presentation evaluation, observation-based evaluation and poster. Class teachers have chosen to use short-answer tests and open-ended tests together with traditional methods
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%U http://dergipark.org.tr/oyea/issue/42065/444196