Teachers’ perceptions about their measurement and evaluation practices in science and technology course

Abstract

The aim of this study was to compare according to different variables teachers’ perceptions about their measurement and evaluation practices in science and technology course in fourth and fifth grade of elementary school. In this study which was carried out according to the quantitative research methodology, the survey method was applied. The study data was gathered from 175 elementary teachers who taught at Karadeniz Ereğli, Zonguldak. To obtain data, perception of measurement and evaluation practices developed by the researcher were used. The tool had two sub-factor including 18 statements. The results of the study indicated that
teachers tended to prefer traditional measurement and evaluation practices in science and technology courses. On the other hand, while there was no statistically significant difference in teachers’ perceptions of the quality and purposes of the methods and the tools they use on in terms of gender, experience degree and participation in inservice courses, whereas their consideration of self-efficacy led to statistically significant differences. It was found that teachers who considered themselves self-efficient in terms of measurement and evaluation had higher levels of perception towards science and technology courses taught in the first level of elementary education.