A STUDY ON SCIENCE TEACHERS’ ATTITUDE TOWARDS MEASUREMENT AND EVALUATION

Abstract

This study aims to determine science teachers’ attitude levels towards measurement and evaluation and to make suggestions to increase their attitude levels by investigating the variables related to their attitude levels. Survey method was applied in the study. The study was carried out with 623 science teachers. The study found that the variables of receiving in-service training, the frequency of using measurement and evaluation techniques-tools in the teaching process, the use of alternative measurement and evaluation tools/techniques in the teaching process, the use of technology-supported measurement and evaluation tools/techniques in the teaching process, the efficacy level of learning and using the measurement and evaluation techniques acquired from the measurement and evaluation course taken at the university, teachers’ efficacy level of measurement and evaluation, the level of measurement and evaluation knowledge, teaching measurement and evaluation course in practice and in relation to the teacher’s area, and the level of anxiety created significant differences in science teachers’ attitude towards measurement and evaluation (ATME) levels. There was a moderately positive and significant relationship between ATME and assessment literacy. The study found that the variables gender, work experience, age, type of faculty graduated from, education level, average number of students in the teachers’ classes, and their weekly course hours did not make a significant difference on the ATME.