Abstract:

The objective of the study is to analyze the master�s theses in the division of measurement and evaluation in education them from a thematic and methodological perspective. The study involves all master�s theses published and made available in the division of measurement and evaluation in education which in total adds up to 166 theses. The measurement designed by the researcher has been used for analyzing the theses. According to the findings, maximum number of research studies have been carried out in 2009 and 2012, thesis advisors are mostly the associate professor, researches are commonly designed using the survey method, 63 percent of the theses have been conducted over the �study group�, the methods that are most frequently used are simple random and stratified sampling methods, 80,7 percent of the researches, type of data sampling is students among which 78,9 percent is primary, secondary and high school students and 2,4 percent of them are post graduate students. It is apparently seen that the number of postgraduate students is too low. The most commonly used reliability methods are Cronbach Alpha and KR-20. Survey, scale, form and achievement tests have been used as tools for gathering data. When examining the thesis on the basis of subject area in large-scale tests that determine factors affecting the success of the work of assessment thesis it seems to be a lot of working space. The second issue related with the most studied areas in the master theses seems to be "complementary (alternative-new) measurement tools/methods/techniques". It can be stated that "predictive validity" "standard setting methods" and "raters reliability," followed this subject area. When the theses were examined on the basis of keywords, the category with the highest frequency of keywords was "complementary (alternative-new) measurement tools/methods/techniques". The frequency of keywords used in the statistical techniques of the theses shows that they are very high.

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