Abstract:

Because the qualifications of teachers candidates in relation to the measurement and evaluation activities in the classroom have a key role in the educational system, this study aims to study the qualifications to develop the success test in the examples of primary mathematics teachers candidates. The image model, which is one of the qualitative research approaches, has been used for this purpose. The study was conducted with 57 primary math teacher candidates. 24 groups of teachers candidates in the research framework were formed and each group developed a success test. The research data was obtained using the analytical-degree score key for the success test developed by the researcher. The analytical-degree rating key has six measurements and five-degree rating. Data analysis has been used for disclaimer factor analysis, Cronbach alpha ratio and multi-level Rasch model. When the findings of the study were examined, the teacher candidates who developed the success test found that they had different levels of competence. In addition, the most difficult stage in the process of development of the success test is the writing of the material appropriate to obtain, while the least difficult stage is the determination of the purpose of the success test. It has been determined that groups with low qualifications have selected the achievements for higher mental skills and therefore have difficulty writing questions. The findings were discussed with the results in the field. Optional courses for measurement and evaluation practices should be given in order to support the question writing skills of the teacher candidates and to increase the scale of application.

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