Özet:

The aim of this study is to evaluate the Turkish teaching program (2017) in terms of the context, input and process dimensions of the CIPP assessment model. The research is a state study of research and was done with 13 Turkish teachers working at MEB in the 2018-2019 educational year. Examples of the study are determined by making a maximum variety sampling. The data was collected through a semi-configured interview form developed by researchers and analyzed by the content analysis method. According to the opinions obtained from teachers, 3 themes, 11 categories and 49 codes were drawn out. These topics are defined as the program framework, program entries and program process. When the views on context assessment were examined, teachers found the program’s achievements, text and activities positive. When the opinions on the entry assessment were examined, the teachers stated that they found themselves sufficient and that the student’s entry characteristics were insufficient. In addition, it is stated that the methods-technologies are appropriate and sufficient, the work calendar is insufficient. When the opinions on the process assessment were examined, the teachers generally stated that they were satisfied with the process; they experienced trouble from the student. The research finds that teachers’ opinions about the context size are generally positive, that students experience trouble in the entry and process size and that the work calendar is not sufficient.