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Bu araştırma, ilkokul 4. sınıf Türkçe dersi kapsamında ölçme ve değerlendirme süreci uygulamalarını betimlemeyi amaçlamaktadır. Verilerin toplanmasında doküman incelemesi ve yarı yapılandırılmış görüşme tekniği kullanılmış ve betimsel analiz yöntemi ile incelenmiştir. Çalışma grubunu oluşturan okul ve öğretmenlerin seçimi, amaçlı örnekleme yöntemlerinden maksimum çeşitlilik örneklemesi yöntemi ile yapılmıştır. Sonuç olarak, öğretmenlerin Türkçe dersinde her öğrenme alanını yeterince kapsayacak ölçme değerlendirme uygulamalarına yer vermediği ortaya çıkmıştır. Öğretmenlerin Türkçe dersinde daha çok sonuç değerlendirme tekniklerini kullandıkları süreç değerlendirmenin ise sistematik bir biçimde yapılmadığı görülmüştür.
This research aims to describe the applications of measurement and evaluation process within the scope of primary school 4th grade Turkish language arts courses. Document analysis and semi-structured interview technique were used to collect data and were analyzed with descriptive analysis. The schools and teachers forming the sample pool are selected through the maximum variation sampling method which is one of the purposeful sampling strategies. As a result, it is revealed that teachers do not include measurement and assessment practices in Turkish lesson that will cover every learning area sufficiently. It was determined that the teachers mostly used summative assessment techniques and systematically disregarded formative-assessment approaches.
This research aims to describe the applications of measurement and evaluation process within the scope of primary school 4th grade Turkish language arts courses. Document analysis and semi-structured interview technique were used to collect data and were analyzed with descriptive analysis. The schools and teachers forming the sample pool are selected via the maximum variation sampling method which is one of the purposeful sampling strategies. As a result, it is revealed that teachers do not include measurement and assessment practices in Turkish lesson that will cover every learning area sufficiently. It was determined that the teachers mostly used summative assessment techniques and systematically disregarded formative-assessment approaches.
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