Abstract:

Assessment and evaluation activities are very important since they ensure the diagnosis of the interests, attitudes, ability, knowledge and skills of students, and education and training is planned accordingly. Assessment and evaluation is one of the building blocks of education. In line with the changing interests and needs and developing science and technology, innovation became a requirement in assessment and evaluation as in all areas of education. Since traditional methods are only the results of a result-oriented assessment and evaluation approach, they were determined to be inadequate in evaluating the education process, and therefore, alternative assessment and evaluation methods were adopted and applied. In this study, it was aimed to determine how frequently Turkish Course teachers used the assessment and evaluation tools in the 2019 Turkish Course Curriculum prepared in accordance with the constructivist approach. In this study, the survey model, which is among the quantitative research models, was used, and additionally, the opinions of Turkish teachers were taken with a survey in order to determine the frequency they use the evaluation tools and materials. According to the research findings, it was determined that Turkish teachers do not thoroughly use (supplementary) assessment and evaluation tools based on the student performance, but instead, they prefer the traditional tools more.

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