Özet:

Education is a deliberate process of culture, and the importance of the student, teacher and program, which are the main entries of the educational system in the most effective operation of this process, is great. At the end of this process, the student is expected to get out of the process as a processed product by acquiring pre-planned knowledge, skills and habits. If the product is equipped with the specified qualities, the assessment decides. In general, assessment is defined as a process of judgment by comparing the data obtained from the measurement to a measurement. The assessment defined in this way is a product or result-based assessment, but it can take place at the end of the process. However, when the modern assessment approaches are studied, it appears that the assessment is not only considered as a result-oriented judgment process, it is also charged with a function that improves the quality of the educational service by recording every moment of the educational process. This new self-employment, charged with evaluation, requires immediate corrective evaluation interventions, and thus makes the evaluation a main element that works parallel to learning experiences. This new perspective brought has transformed the assessment into one of the variables that determine the quality of the teaching service. When the sources related to educational sciences are studied, the learning life or otherwise called educational situations in the learning-learning processes, as the variables that determine the nature of educational service, it appears to be included in variables such as reinforcement, clue, turn-up and student participation. However, it is clear that this new perspective developed on the assessment emphasizes that the formatting and training assessment of the type of assessment should now be considered as a variable that determines the nature of the teaching service. Forming and training is an important learning-learning variable that can be used along with the planned learning experiences at any moment of the course, in the beginning, in the middle, and at the end of the course. This variable also contributes to full learning by verifying whether the expected goals are created in the students, providing a secure passage to the next processing. Forming and cultivation-based assessment is a form of assessment of a type of monitoring that is essentially not intended to note. Thus, by identifying the missing, erroneous and incorrect learning that need to be corrected immediately, it enables the re-start of the learning-learning process from the relevant place. Forming and educating assessment contributes to the establishment of the necessary connections between knowledge, skills and habits, which are a learning product. Thus, one of the most basic principles of learning is the principle "a learning must be based on the previous and preparing for the next." This situation is of particular importance in terms of learning the content that is strong for the pre-condition relationships. This new perspective charged with evaluation can be said that they emphasize an learning process that shapes and directs the evaluation through the learning-learning process at the same time and in accordance with each other’s findings. This research is a theoretical study since it is carried out using source scanning methods. In the study, "What kind of contribution does the evaluation towards forming and training make in terms of the quality of the teaching service?" Reply to the question was asked. This research is important to address the evaluation for formatting and training, used in the learning-learning process and determining the quality of the teaching service, along with variables such as reinforcing ip-outs, turn-outs and student participation.

Anahtar Kelimeler: