Abstract:

In this study, it was aimed to examine the opinions and competence perceptions of classroom teachers towards monitoring and evaluating students' development. The study was carried out with mixed method, and quantitative data were collected through the "measurement and evaluation competencies scale" applied to 131 teachers, and qualitative data were collected through semi-structured interviews applied to 16 classroom teachers. Quantitative data were subjected to descriptive statistics and variance analysis tests, and qualitative data were subjected to content analysis. According to the results of the research, It has been concluded that classroom teachers' new assessment and evaluation, assessment and evaluation to determine students' conceptual skills, students' self-efficacy perceptions in assessment and evaluation methods are above average and "sufficient", traditional assessment and evaluation competencies are above average and "quite sufficient". It was determined that most of the classroom teachers stated that student monitoring and evaluation studies followed the student's development, enabled the students to reveal their deficiencies and abilities by getting to know themselves, and that the teacher, school and parents would provide information about the student. It has been revealed that classroom teachers use traditional tools more and do not give priority to contemporary assessment and evaluation tools. It was concluded that the difficulties faced by classroom teachers in student monitoring and evaluation studies were time constraints, multiple acquisitions, level differences, parent indifference and difficulty in keeping fit.

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