Kumru B. E., Yaşar O.

VI. International Teacher Education and Accreditation Congress., Çanakkale, Turkey, 16 - 18 June 2022, vol.1, no.1, pp.83-84

  • Publication Type: Conference Paper / Summary Text
  • Volume: 1
  • City: Çanakkale
  • Country: Turkey
  • Page Numbers: pp.83-84
  • Çanakkale Onsekiz Mart University Affiliated: Yes


The aim of this study is to reveal the techniques that geography teachers use intensively among alternative measurement and evaluation techniques (AMET) and to list the problems they encounter while using these techniques. Contrary to traditional assessment and evaluation tools, AMET positions the student in an active place together with the teacher in the evaluation process and has a structure that is sensitive to the individual differences and developmental levels of the students. In accordance with the nature of the constructivist approach, AMET includes the learning process as well as the product. In this sense, it has become essential to use the AMET, which is more suitable for the basic structure of today's education system, in Geography lessons as well as in many other fields and courses. Questionnaire method was used in the research in order to determine the techniques most frequently used by the teachers in AMET. The frequency questionnaire included the names of 16 techniques included in the AMET. The questionnaire was developed using a five-point Likert scale. It was formed in such a way that the rate of use of the AMET in the questionnaire was answered by the teachers as "always", "often", "sometimes", "rarely" and "never". Questionnaire was applied to 30 geography teachers working in Süleymanpaşa, the central district of Tekirdağ province, and other districts (Malkara, Çerkezköy, Çorlu) in the 2019-2020 and 2020-2021 academic years. In the study, the frequency of use of AMET by geography teachers and the determination of which AMET they use mostly constitute the main problem statement of the research.

It was determined that the teachers use performance evaluation, project, observation, oral presentation and interview techniques the most among the alternative assessment and evaluation techniques (AMET) in the lessons. The fact that teachers are obliged to use performance evaluation and project techniques according to the regulation can be shown among the reasons that increase the frequency of use of these techniques. In addition, performance evaluation and project techniques were included in the 2005 and 2018 Geography Curriculum. It was considered natural to prefer the observation technique because it is one of the easiest ways to obtain direct information about students, to obtain more realistic information about students, and to not require an additional cost. The fact that oral presentation is one of the techniques that makes students most active in the teaching process, that it encourages students to research, and that it does not require additional time and cost for its implementation is effective in this technique being frequently preferred by teachers. It was understood that the interview technique has been used extensively by the teachers due to the fact that it has been known by the teachers for a long time, the teachers are familiar with this technique, the opportunity to obtain direct information about the students and it does not require an additional cost. In the study, the teachers answered the performance evaluation technique as 93%, the observation technique 80%, the project technique 73%, the interview technique 50%, the oral presentation technique 47% as they use "always" and "often". None of the teachers who participated in the survey responded as "I never use" the performance evaluation, project, observation and oral presentation techniques.

It was concluded that the least used techniques by the teachers were attitude scale, structured grid, diagnostic branched tree, peer assessment and portfolio (Student product file). Among the reasons for the rare use of attitude scale, structured grid, and diagnostic branched tree techniques; it can be shown that it is not known well by the teachers, its preparation is time consuming and it requires experience. The reason for the rare use of "peer evaluation" is that it is not easy to make an objective evaluation. It has been observed that the use of portfolio technique is low although it is a well-known technique by the teachers. It has been concluded that portfolio technique is one of the least preferred techniques due to the need for a long time for its implementation (sometimes a semester, sometimes a year), the responsibility of parents as well as students and teachers in the process, and the fact that its use sometimes requires additional costs for students.

It was concluded that teachers' opinions and thoughts on AMET in general were positive, but they encountered various problems in the process of applying AMET. Among the most important problems in the use of AMET by teachers; we can name the time-consuming preparation, implementation and evaluation of AMET, insufficient course hours, some problems arising from the students (the low academic profile of the students, the students' being accustomed to ready-made and rote learning, their negative attitudes towards AMET), structuring of the education system on the basis of traditional assessment and evaluation tools, the university entrance examination system, the large number of classrooms, the insufficient physical and economic opportunities of the school.

In the research, for teachers to use AMET more and more effectively; it has been determined that they stated that studies should be carried out on issues such as increasing class hours, providing in-service training courses or seminars, improving the physical and economic opportunities of the school, providing auxiliary resources, creating activities related to AMET in EIN (Education Informatics Network), simplifying the curriculum, and reducing the number of classrooms.


Keywords: Geography Lesson, Traditional Measurement and Evaluation, Alternative Measurement and Evaluation