Abstract:

This study was conducted to determine how alternative measurement and evaluation techniques affect pre-service science teachers’ development of self-efficacy beliefs, attitudes, and knowledge for measurement and evaluation. The research was carried out with a quasi-experimental method, an experimental design with pretest-posttest control group. The research was applied to 4th grade pre-service science teachers in a state university. There is a control and an experimental group in the study. Data were collected by Self-Efficacy Belief, Attitude Scale and Knowledge Test for Measurement and Evaluation. In the control group, student-centered education based on traditional measurement and evaluation was applied, and in the experimental group, student-centered education based on alternative measurement and evaluation was applied. At the end of the study, the knowledge level of the control and experimental groups about measurement and evaluation increased significantly. However, it was determined that only the experimental group had a significant improvement in the attitude towards measurement and evaluation and self-efficacy belief levels. In addition, the knowledge, attitude and self-efficacy belief levels of the experimental group were significantly higher than the control group. This shows that alternative measurement and evaluation contribute to the development of attitudes, self-efficacy beliefs and knowledge towards measurement and evaluation. Based on this, it can be suggested that alternative measurement and evaluation tools should be included in the teaching process.

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