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Abstract


EVALUATION AND MEASUREMENT OF CLASSROOM TEACHERS DUE TO SOME VARIABLES
Determining the extent to which learning and teaching activities carried out within the education system provide benefits to students is an important issue in terms of evaluating educational output and making new plans. The decisive factor in this process is the competence of teachers in the field of measurement and evaluation. Objective and objective measurement and evaluation of achievements is a prerequisite for the effectiveness of the educational system and the planning of the subsequent process. When this aspect is evaluated, the competencies that teachers are expected to have become important. In this study, it is aimed to examine the competencies of classroom teachers in terms of measurement and evaluation. In this context, it is aimed to determine whether the self-efficacy of measurement and evaluation differs depending on some variables under the general purpose of examining the competencies of classroom teachers in measurement and evaluation. The research was carried out with classroom teachers working in the district center of Gölköy, Ordu province. There are 60 classroom teachers in the research universe, and the entire universe was reached by not determining the sample. In the research, the data were collected with the Measurement and Evaluation Skills Scale. The scale contains a total of 34 items in 4 sub-dimensions and has a likert type of 5. Depending on the analysis of the data collected in the study, it was concluded that classroom teachers have a high level of competence in measurement and evaluation, and these competencies do not differ depending on the variables considered.

Keywords
Class teacher, measurement and evaluation, proficiency


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