Özet:

Education has functions such as socializing and preparing the individuals to a society. With the aim of achieving these responsibilities, education puts the aim of individual self-actualization as a priority by taking individual differences into consideration. In this study, pre-school teachers' beliefs and practices on measurement and evaluation process is researched. Formative, summative, traditional and alternative assessment approaches and differences in the relationship between the level of beliefs and practices that are being tested; are searching whether they have any differences according to the different variables. This study has correlational research design, which is one of the quantitative research methods. The data is gathered by asking the views of preschool teachers, teaching at schools both in city centre of Çanakkale and also in district. As a data collection tool, the scale developed by Genç (2005) is used by adaptation. In order to test the objectives SPSS21.0 software was utilized and according to the structure of the data sets, descriptive statistics, T-test and Pearson's correlation analysis were performed. According to the study results, pre-school teachers’ beliefs on different measurement and evaluation (formative, summative, traditional and alternative) approach are high and in parallel with the high level of beliefs, their practices in educational process show similarities. There are high level of positive significant correlation between their beliefs on measurement and evaluation process and their practices. In general, there is no significant difference between their beliefs level and practices. In addition, there is no significant difference between the level of beliefs and practices on measurement and evaluation process according to the gender, the areas of schools, class size, grade level, level of education and in-service training situations

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