Abstract:

The objective of this research is to study the level of literature of teachers who are studying at the fourth class level in the different universities associated with the Higher Education Council and to study the level of literature of teachers who are studying at the fourth class level, and to study the level of literature of teachers who are studying at the various variables. In the framework of the study, science knowledge is also aimed at taking the opinions of the teachers candidates on the factors affecting measurement evaluation literature and measurement evaluation literature. In this context, the study group of research consists of 316 teachers candidates who are determined according to the method of maximum variation sampling, which is the target sampling methods, and the science knowledge teaching degree program of seven different universities associated with the Higher Education Council, which is studying at the fourth grade level. The study, which combines the qualitative and qualitative research methods, applied the Measurement Assessment Reading Reserve (EDOE) for the purpose of measuring the level of literacy of the teachers’ knowledge and evaluation of the teachers’ candidates. The data obtained from the measurement assessment readership inventory was recorded and the necessary statistical processes were carried out after the teacher candidates measurement assessment readership by applying the semi-structured interview form on the teacher candidates measurement assessment readership and measurement assessment readership was taken opinions about what factors could affect. The data received was analyzed using the SPSS 23 program. In data analysis, relative and visual statistical analysis and one-way variance analysis (ANOVA) are used. When the data obtained were analyzed, the fourth-class science knowledge teachers who studied in different universities were found to have low level of literature assessment. In addition, science knowledge teachers have stated that the candidates have obtained the basic knowledge about measurement assessment in the measurement assessment course they see in their bachelor studies and that this is also insufficient. They also express that they first see some subjects and concepts passed through the Measurement Assessment Lecturer Inventory and show that this course is not sufficient for measurement assessment, which is one of the important courses of teaching professional knowledge. Teacher candidates Measurement Assessment Reading Reserve score average and Measurement Assessment Reading by means of the Half-Structured Interview Form are generally assessed when science knowledge teachers candidates may be said they need more knowledge, skills and practice to grow as individuals.

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