Özet:

The aim of this study is to determine the opinions of class teacher candidates on measurement and evaluation techniques in mathematics course through a combined class practice example. For this purpose, the data was collected from participants through a semi-configured interview form using the quality research scheme. Participants are composed of 12 fourth-class students who continue to the class teaching bachelor's program. The data is analyzed by content analysis. According to the findings and results of the study, the teacher candidates preferred the most alternative measurement and evaluation techniques. Most of these techniques have already been correct: performing task, drama, co-evaluation, concept map, recognizable dulled tree and structured grid. Of the traditional measurement and evaluation techniques, they have preferred oral elimination, emptiness filling, matching, open end questions and short answer questions. Teacher candidates have chosen alternative measurement and evaluation techniques for the reasons that they are student-centered, process assessment, responsibility of students, cooperation, less class presence and enough time. However, the reasons for the teacher candidates who choose the traditional measurement and evaluation techniques are: the process of preparation is easy, the whole class can be evaluated, sufficient knowledge and use in the curriculum.

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