Abstract:

The aim of this research is to comparatively examine the assessment and evaluation status of secondary school mathematics teachers in rural and urban areas. The case study design, one of the qualitative research methods, was used in the study. In the selection of the sample, six low, middle and very senior mathematics teachers working in three rural and three urban regions were determined by providing maximum diversity. Data were collected through interviews and the collected data were analyzed with content analysis. The situations of teachers working in rural and urban areas were analyzed mutually and gathered under four headings. These; The traditional measurement-evaluation methods used and the reasons for their use, the alternative measurement-evaluation methods used and the reasons for their use, the use of technology as a measurement-evaluation tool and the reasons for choosing it, the training on measurement-evaluation. According to the findings obtained from the research, it has been seen that the assessment-evaluation situations of mathematics teachers in urban and rural areas are generally similar, however, more traditional assessment approach is dominant in rural areas due to student achievement level, technical opportunities and student income status.