Abstract:

The aim of this research is to determine the relationship between high school teachers' epistemological beliefs and the methods of measurement and evaluation they apply in the teaching process. The universe of research carried out in the correlational design is formed by teachers who work in high schools in Diyarbakır, Elazığ, Malatya and Shanlıurfa. The sample of the study consists of 819 teachers identified by the unproportionate crowd sample from the universe. The data of the study was collected with the 'Epistemological Faith Information Form' and 'Scientific Epistemological Faith Scale'. The data of the study was analyzed by visual and extractive statistical methods. The study has found that the vast majority of high school teachers take into account the nature of the information contained in the subject while teaching and preparing questions for exam situations. The study found that high school teachers who participated in the study differentiated in various dimensions in epistemological levels of beliefs. Teachers are not developed in the sub-dimensions of 'Authority and Truth', traditional; developed in the dimensions of 'Information Production Process', 'Intellectual Execution' and 'Change of Knowledge', and in the sub-dimensions of 'Source of Knowledge' are determined to have middle-level, karma epistemological beliefs, and in the general terms of the scale of Scientific Epistemological beliefs, the teachers are determined to have middle-level, karma epistemological beliefs.

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