Abstract:

This study aims to analyze the written exam questions of chemistry teachers in detail, identifying teachers’ measurement-evaluation approaches. The study also tried to identify the views of chemistry teachers on the measurement-evaluation criteria in the preparation of the exam, how much they reflected their targeted achievements in the exam and what kind of questions they use more frequently. The study is conducted by case study (case study). The research data consists of the exam questions prepared by chemistry teachers working in 5 different high schools in the 2018-2019 educational year at the Artvin center throughout the educational year (in total 787), the MEB chemistry curriculum document and the semi-configured interview records made with these teachers. The research has found that chemistry teachers working at the Artvin Center sample have used a large number of already selectively test and open-end questions in the exam. Although the written exam questions made by teachers include the achievements in the curriculum, the conclusion was that there was no homogeneous distribution between the achievements and that some achievements were not measured in the questions. The majority of the questions are focused on significant certain main achievements, not asked too much in the university entrance exam and the achievements that have been recently entered into the programme are either very little measured or not measured at all. MEB officials are advised to train teachers in measurement and evaluation and to follow the practices by providing technical support when necessary.

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