e-Uluslararası Eğitim Araştırmaları Dergisi

Öz

 In this research, the aim is to determine the competency perceptions of elementary school mathematics teachers in Diyarbakır city center on the issue of alternative measurement and evaluation techniques that are planned to be applied in new elementary education mathematics class education program, and their usage levels of these techniques in learning process in terms of some variables (sex, seniority and having inservice training).
Method: Sampling of the research is made of 154 mathematics teachers working at 38 different secondary schools which are in Diyarbakır City. In the research, general survey model, one of the survey models, is used and data is obtained by “Competency Perceptions about Alternative Measurement and Evaluation Techniques Scale” and “The Level of The Use of Alternative Measurement and Evaluation Techniques Scale”. The data were analyzed comparatively with variables of "sex", "seniority", "in-service training level". In order to analyze the data obtained from the research, descriptive statistics, independent sampling t-test, one-way analysis of variance, Mann Whitney U and LSD tests are used.
Results:
It was determined that mathematics teachers’ views about the whole of “Competency Perceptions about Alternative Measurement and Evaluation Techniques Scale” was at the level of “I am considerably competent” and their views about the whole of “The Level of The Use of Alternative Measurement and Evaluation Techniques Scale” is at the level of “sometimes”.
It was determined that the variable of sex didn’t have an effect on mathematics teachers’ competency perceptions about all of the alternative measurement and evaluation techniques and their usage levels of alternative measurement and evaluation techniques.
It was also found that the variable of seniority had an effect on teachers’ competency perceptions about all of the alternative measurement and evaluation techniques. Teachers who had been working for 11 years and more, had higher competency perception about all of the alternative measurement and evaluation techniques when they were compared to 1-10 senior teachers.
It was found that variable of seniority had an effect on mathematics teachers’ usage levels of alternative measurement and evaluation techniques. Teachers who had been working for 11 and more years had higher usage level of these techniques than teachers who had been working for 1-10 years (seniority).
It was found that competency perceptions of mathematics teachers about all of the alternative measurement and evaluation techniques and their usage levels didn’t vary in terms of inservice training variable.