Investigation of the Techniques Used by Teachers in Measurement-Evaluation Processes in Secondary Schools

Abstract

In this study, it was aimed to analyse the assessment-evaluation techniques preferred by teachers in secondary schools in the context of traditional and alternative assessment-evaluation methods. Within the framework of this purpose, it was tried to determine the traditional and alternative assessment-evaluation techniques used by branch teachers and how these techniques are distributed in secondary schools. In order to reach the determined aims of the research, document analysis method was preferred. The documents of the assessment-evaluations of 12 teachers from 6 different branches (Turkish, Mathematics, Science, Social Sciences, English, Religious Culture and Moral Knowledge) working in ten different secondary schools in the 2022-2023 academic year were included in the study. The collected documents were analysed by content analysis. In the study, it was determined that teachers in secondary schools preferred multiple-choice tests, written examinations, short-answer tests, true-false tests, matching questions, and oral exams from traditional methods in measurement-assessment processes. In the study, it was determined that the teachers whose assessment-evaluation documents were analysed did not prefer alternative assessment-evaluation techniques. In addition, it was determined that teachers who used traditional assessment-evaluation techniques used multiple-choice tests more intensively compared to other techniques.