Özet:

This study aimed to establish the issues experienced by classroom teachers in the measurement and assessment process during the application of the new primary education curriculum in Turkey. For this purpose, a survey-based descriptive method was used in the research. The study was carried out with the participation of 287 senior level classroom teachers working in primary schools in the Kırıkkale provincial centre, Turkey. 55.1% of the teachers who participated in the study were male and 44.9% female. Data was gathered using a five item Likert scale developed by the researcher for the purpose of identifying the issues experienced by teachers during the measurement and assessment process. The results of the study indicated that classroom teachers experienced a high degree of issues in the measurement and assessment process relating to the six sub-factors of the scale, namely “alternative measurement- assessment tools”, “time”, “environment”, “student”, “parent” and “inspection elements”. Furthermore, the study revealed that the teachers working in crowded classes ranging between 30-40 and 40-50 students faced a significantly higher level of issues compared to the teachers teaching class sizes ranging between 10-20 and 20-30 students. On the other hand, no significant difference was found between the views of the teachers regarding the issues they experienced during the measurement and assessment process according to gender and school they graduated from.

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