Özet:

This study aims to examine the opinions of visual arts teachers about the assessment and evaluation process. The research was carried out with the "holistic single case" design of the case study model, which is one of the qualitative research methods. The participants of the study are 34 visual arts teachers who teach at primary, secondary, and high school levels. The research data were collected through a semi-structured interview form and analyzed by the content analysis method. Findings are shaped under three themes: what visual arts teachers think about assessment and evaluation in art education, what they do and how they provide valid and reliable assessment and evaluationsThe results of the research show that most teachers see measurement and evaluation as a critical part of classroom processes. Teachers attach importance to formative assessment (process) approaches as well as to holistic assessment approaches (outcome). However, finacial problems or access to materials negatively affect the content and assessment process of the visual arts lesson. The assessment approach most frequently used by teachers within the context of process and product is the criterion-based assessment technique with checklists. The dominant method in the process is the immediate feedback given forcontinuous improvement with a formative approach. However, due to the interpretive and creative content of art, there are various difficulties in assessment. Some social perceptions and expectations regarding the necessity of art classes not as a part of general education but only for talented individuals play a significant role in these difficulties. These expectations distract teachers from valid and reliable assessment and evaluation approaches.

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