Teachers Opinions on Written Exams Proposed in the Türkiye Century Education Model

Abstract

The purpose of this study is to examine how teachers perceive measurement and evaluation through written exam within the scope of the Türkiye Century Education Model and to investigate their opinions on this practice. The study was conducted using the descriptive qualitative study method, one of the qualitative research designs. Participants consisted of 26 teachers (11 male, 15 female) working in public middle schools and high schools in the Çeltik district of Konya province who administer written exams. Data were collected through semi-structured interviews and analyzed using content analysis. The findings include teachers' positive and negative views on written exams, the effects of these practices on learning outcomes, the difficulties encountered in the process, and their suggestions regarding the practice. Teachers' positive views on written exams include reliability, validity, suitability for learning outcomes, and providing feedback, while their negative views stem from test anxiety, the length of preparation time, and the additional workload for teachers. The effects of written exams on learning were classified as positive, negative, and variable; among the positive effects, motivation and the development of study habits stood out, while among the negative effects, anxiety and the inability to measure actual learning were emphasized. The challenges encountered were addressed in three groups: student-based, teacher-based, and method-based. Teachers suggested diversifying assessment methods, emphasizing process-based assessment, and focusing on writing skills.