Özet:

The aim of this research is to study the knowledge of how high school math teachers experience the measurement and evaluation process in the framework of a structural approach and the alternative evaluation methods they use. The structuring approach emphasizes the alternative measurement-evaluation approach instead of traditional measurement-evaluation. In the traditional measurement-evaluation process, the student’s performance is instantly assessed and is insufficient in measuring high-level target behavior (Untouchable Eren, Forest and Eternal, 2011). It is necessary to focus on alternative measurement-evaluation approaches to evaluate students’ abilities and individual performance (Watt, 2005). The research is a multi-case study and has been determined by five high school math teachers through the maximum variety sampling. The basic data collection tools are conversations, observation notes and documents. When the circumstances are mutually analyzed, it was found that the data could be collected under three main titles. These titles have been the objectives of teachers in making evaluation, teachers feel obliged to perform measurement-evaluation activities and how they determine the final score to be given to the student at the end of all evaluation activities. According to the findings of the study, among the main objectives of teachers’ evaluation is to identify students’ learning deficiencies, to learn about the effectiveness of the teaching process and to inform the tutors about the student. At the end of all evaluation activities, participants have been shown to benefit from the participation points of the courses and events from the scripts and projects while determining the final score of the students. Teachers have adopted a structuring approach, and they have no difficulty preparing and applying alternative assessment methods, but they have seen more traditional measurement-evaluation methods being used in the assessment phase due to factors such as class, school, student and parent profile. Alternative assessment methods have been found to be insufficient because they have trouble at the score stage. The willingness of the participants to open seminars and service-in-service training on measurement-evaluation methods in the discussions should be taken into account for research in this field.

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