Özet:

Evaluation process is one of the most important indicators of how effective the teaching and learning process is and how many of its anticipated objectives are realized. There are many alternative measurement and evaluation tools teachers can use besides traditional measurement and evaluation tools. In the measurement and evaluation of science curriculum, there is process evaluation and product evaluation. For this reason, at the end of the process, it is suggested that students’ performance should be considered as well as the learning subject itself. In science curriculum, students should be observed during teaching process, and supported for meaningful and long lasting learning.For this reason, a assessment-evaluation vision which is also a process focused evaluation vision toward providing a continuous feedback in science curriculum is accepted. In this context, in learning and teaching process, science teachers should be capable of adopting a traditional approach as well as alternative measurement and evaluation approaches, such as home projects targeting education process. It is important that periodic evaluations should be made about the student’s knowledge structuring process. All of student’s studies made during the entire year as a portfolio should be considered in a whole perspective. The purpose of this study is to evaluate the use of measurement and assessment tools by science teachers. In the fall of 2014-2015 academic year, sixteen science teachers have participated in the study. The data collected during this study has been analyzed according to qualitative research and data analysis methods. In the research findings, it has been found that the result oriented traditional measurement tools are observed to be used more by science teachers.

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