Abstract:

The aim of this study is to examine and evaluate the opinions of teachers regarding the academic performance assessment. The model of the research is from the quality research models of the fenomenology model. In the process of data collection, an interview form was created by the researcher in order to reveal the opinions of teachers on academic performance assessment, and the interview form contains five qualitative questions on academic performance assessment. The study group consists of 21 teachers chosen by the easy-to-access sample method from a state university in the West Black Sea Region. The data collected in the study was analyzed using the content analysis method. As regards the development of academic performance assessment, the problem that the quality remains in the background and the scary publications in the academy are emphasized, it is also expressed the contribution of academic performance assessment systems to the quality. From a qualitative point of view, the conclusion is that more measurable performance in the assessment of academic performance is held in the forefront, and it is also encouraged to make more publications. Scientific activities, teaching activities and other activities in relation to the elements included in the academic performance assessment criteria in higher education institutions have been determined to be prior. Academic performance assessment systems have emphasized the size of the teaching and the student in relation to the assessment of teaching activities. In the academic performance assessment, the academic publications in the assessment process and quality are seen to be in the forefront. It is determined that the academic performance assessment provides material gain and external motivation in the motivation towards the teachers and encourages quality publication, and it is also emphasized that the differences specific to the field are not taken into account and are not sufficiently motivating.

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