Özet:

In a broader sense, education can be conceived as an individual behavior-changing process in which change occurs in two ways. In one way, behavior changes randomly. However, in another way, behavior formally changes due to predesigned methods aimed to instill desired behaviors. When teachers seek to change behavior toward desired goals, then their pedagogy can be recognized as a teaching program. Teaching programs consist of four elements: objectives, contents, educational situations, and measurement and evaluation. While a program’s objectives state the behaviors and characteristics that it seeks to bring about in students, its contents include the knowledge necessary to achieving those desired predetermined behaviors. When these contents promote those objectives in educational activities, then educational situations emerge, after which measurement and evaluation can occur to determine whether the behaviors desired as identified in the curriculum were achieved as desired. As a result, measurement and evaluation provide information related to curriculum strength, the effectiveness of teaching techniques and methods, student achievement levels, guidance and counseling according to student needs, teachers’ self-evaluations, and the achievement levels of predetermined objectives (Baykul, 2000; Yaşar, 2010). The skills which are being tried to gain to children in schools include characteristics related to cognitive, affective and psycho-motor domains. As these characteristics related to above mentioned domains are being achieved, they need to be test if they meet the criteria identified in curriculum. As such, teachers need knowledge both about measurement and evaluation and about the qualifications for applying such knowledge, both of which are goals of a course called Measurement and Evaluation in Education offered at teachertraining facilities. As indicated by this course’s existence, teachers’ knowledge and skills regarding measurement and evaluation are crucial to their profession, while positive attitudes toward measurement and evaluation can support their professional development. Nevertheless, not all teachers have the knowledge and skills sufficient for satisfactory measurement and evaluation; furthermore, their efforts to gain competence in this regard are inadequate. As such, it is important to determine teachers’ attitudes toward measurement and evaluation in order to identify and rectify negative attitudes in teachers. In this sense, an attitude is a tendency or readiness to accept or reject a certain person, group, institution, or opinion (Baykul, 1990; Duman, 2006; Erkuş, 2006; Özgüven, 2000). Attitudes consist of beliefs related to attitudinal objects, emotional reactions, and behaviors (Zan & Martino, 2007), and they determine how an individual thinks, feels, and behaves toward attitudinal objects (Leder, 1992)

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