Abstract:

This study aims to study how the measurement-evaluation information of primary mathematics teachers’ candidates has evolved throughout their bachelor’s training. In this study, the explorer-confirming research scheme was used from the karma research patterns. The participants of this study consist of a total of 176 teachers candidates, including 44 first, 44 second, 44 third and 44 fourth classes, who are chosen by the aim-based sample method, studying in the primary mathematical teaching department of a university’s educational faculty. In this study, the teacher's measurement-evaluation information development was used as a tool for the data collection of the measurement-evaluation information test, which consists of interviews, observations and ten questions, in order to study the measurement-evaluation knowledge development of the teacher's candidates. In the analysis of the data obtained from the study, the quality and quantitative data analysis techniques have been used together. In order to improve the validity of the study, direct quotes from the answers, interviews and observations that the teacher candidates gave to the information test were included. At the end of the study, the result was that the teaching candidates’ measurement-evaluation knowledge was correctly developed at the class level but that this development was insufficient. In the end of the study, it has also been shown that teachers’ candidates prefer traditional measurement-evaluation approaches in classmates. However, the teacher’s candidates have achieved difficulty in using alternative measurement methods.

Abstract:

The purpose of the study was to investigate assessment knowledge developments of prospective mathematics teachers during the undergraduate education. The explanatory-confirmatory research design, one of the mixed research designs, was used in this study. The participants of the study consist of 176 prospective teachers in total, 44 of them being first-grade, 44 second-grade, 44 third-grade, and 44 fourth-grade students studying at the department of elementary school mathematics education of a university in Turkey. In this study, the assessment knowledge test consisting of ten questions, the interview, the observation were used as data collection tools to examine the assessment knowledge development of prospective teachers. Both qualitative and quantitative data analysis techniques were used during the data analysis process. The data on the classroom observations, interviews and knowledge test were presented in the study as direct quotations. As a result, it was found that the assessment knowledge of the prospective teachers was developed as directly proportional depending on the class level but this development was insufficient. Moreover, prospective teachers preferred traditional measurement-evaluation approaches more in their lesson practices. At the same time, it was observed prospective teachers did not benefit sufficiently from alternative measurement-evaluation approaches.

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