Özet:

The purpose of this research is to determine the teachers’ measurement and evaluation skills; to reveal the conditions in which the measurement tools they use can measure their language skills. For this purpose, the quality of the measurement tools prepared by 22 Turkish teachers has been studied, the opinions of teachers on the quality of the measurement tools have been taken. In the 5-8 classes, the teachers of Turkey used 67 measurement tools to measure and evaluate their language skills. According to this, teachers prefer to measure more reading skills in the measurement tools they prepare. Types of questions in the measurement tools they prepare should usually be already selected. Questions measure the level of knowledge and understanding of the student's field of cognitive learning. According to the data obtained from structural conversations with teachers, teachers are unable to fully measure and ignore their students’ writing, speaking, listening skills. Teachers believe that the language success score they give to their students for Turkish lessons is not reliable due to their blood on students. The teachers also pointed out that they were not enough to write questions and that they needed education in this regard.

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