Özet:

The aim of this qualitative study is to reveal how performance assessment based on multi-source data were perceived by the teachers, the administrators, the primary education supervisors, and the central organization. It further aims to highlight the problems in the process of education and draw implications for possible solutions. The researchers got appointment from teachers and administrators who had been working at schools where the multi-source data performance assessment system was being piloted by Primary Education Supervisors. Two school principals, two assistant principals and 16 teachers were interviewed. The interview was extended with supervisors who piloted performance based assessment system. Later, the head of supervisory board and two ministerial supervisors were interviewed to understand the perspective of central office. To be able to achieve these goals, the data were collected through semi-structured interviews. Descriptive analysis and content analysis were used for the analyzing the nterview data. Data were reported in frequencies (and percentages) in order to present perception levels of the stakeholders in detail. It was found that one-person supervision is a problem. There should be more participation in teachers' supervision to increase the quality and success. Participants believe that principals' share of contribution to final assessment score should be more than the prescribed. On the other hand, involvement of parents and the students in the assessment process caused problems. Another finding is the frequently mentioned pros are “the quality will increase” and the frequently mentioned cons is the “organizational climate will be worse”. In addition, the enthusiasm and background that Ministry has not observed from the teachers, the supervisors and the administrators. Finally, it was found that there are some problems that were emerged based on multi-source data assessment. If those problems are eliminated by the Ministry of Education, this performance assessment may enhance the quality for education.

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