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Bu araştırmada, öğretmenlerin ölçme ve değerlendirmeye yönelik tutum düzeylerinin belirlenmesi ve tutum düzeylerinin bazı değişkenler açısından istatistiksel olarak anlamlı fark olup olmadığı araştırılmıştır. Araştırmadaki veriler, Diyarbakır ili merkez ilçelerinde görev yapan ortaokul öğretmenlerinden 2020-2021 eğitim öğretim yılının 2. dönemi içerisinde toplanmıştır. Elde edilen sonuçlara göre öğretmenlerin, programdaki tutuma ilişkin tutumlar ve olumlu tutumlar “iyi” düzey, olumsuz tutumlar ise “orta” düzeyde olduğu saptanmıştır. Öğretmenlerin ölçme ve değerlendirmeye yönelik tutumlarının cinsiyet ve yaş değişkenine göre anlamlı fark olmadığı saptanmıştır. Öğretmenlerin kıdemlerine göre ölçme ve değerlendirme tutumu alt boyutlarından olan programdaki duruma ilişkin tutumlar arasında anlamlı fark olmadığı belirlenmiştir. Ancak diğer boyutlarında ise anlamlı farklılaşmanın olduğu saptanmıştır. Öğretmenlerinin eğitim düzeylerine göre ölçme ve değerlendirme tutumu alt boyutlarından sadece olumsuz tutum arasında anlamlı fark olduğu saptanmıştır. Öğretmenlerin hizmet içi eğitim alıp almama durumlarına göre ölçme ve değerlendirme tutumu alt boyutlarından olan programdaki duruma ilişkin tutumları ve olumlu tutum boyutlarında anlamlı fark olduğu saptanmıştır.
This study examined whether the determination of teachers’ attitude levels towards measurement and assessment and whether their attitude levels differed statistically significant in terms of certain variables. The data in the study have been collected in the 2nd period of the 2020-2021 educational year from high school teachers working in Diyarbakır or the central districts of Diyarbakır. According to the results obtained, the teachers’ attitudes and positive attitudes regarding the program’s attitudes are “good” and negative attitudes are “mediate”. The teachers’ attitudes towards measurement and assessment have not been found to be significantly different according to gender and age variables. According to the teachers' advances, there is no significant difference between the attitudes regarding the situation in the program, which are from the lower dimensions of the measurement and evaluation attitude. But in other dimensions, there is a significant differentiation. It has been found that the measurement and evaluation attitudes of teachers according to their educational levels have a significant difference between the negative attitudes only from the lower dimensions. According to the circumstances of teachers receiving or not training in service, the measurement and evaluation attitude is found to have significant differences in the attitudes and the dimensions of the positive attitude in the program, which are from the lower dimensions.
In this study, the determination of teachers' attitude levels towards measurement and evaluation and whether there is a statistically significant difference in terms of some variables were investigated. The data in the research were collected from secondary school teachers working in the central districts of Diyarbakır province in the second term of the 2020-2021 academic year. According to the results obtained, it was determined that the attitudes and positive attitudes of the teachers towards the attitude in the program were at the "good" level, and the negative attitudes were at the "moderate" level. It was determined that there was no significant difference in the attitudes of teachers towards measurement and evaluation according to gender and age variables. It was determined that there was no significant difference between the attitudes towards the situation in the curriculum, which is one of the sub-dimensions of the attitude of measurement and evaluation according to the seniority of the teachers. However, it was determined that there was a significant difference in other dimensions. It was determined that there was only a significant difference between the negative attitudes of the measurement and evaluation attitude sub-dimensions according to the education levels of the teachers. It has been determined that there is a significant difference in the dimensions of attitudes towards the situation in the program and positive attitude dimensions, which are among the sub-dimensions of measurement and evaluation attitude, according to the teachers' in-service training or not.
Field : Sosyal, Beşeri ve İdari Bilimler
Journal Type : Uluslararası
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