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Abstract


Determining the Relationship Between Teachers' Attitudes Towards the Use of Process-Oriented Measurement Tools and Self-Efficacy Perceptions
Purpose of this study is to determine the relationship between attitudes and self-efficacy perceptions towards process-oriented measurement tools of teachers working at secondary and high schools. This is a descriptive research and survey method is used in this study. A total number of 325 teachers participated in this study. The results of the study show that there is a low positive relationship between the teachers' attitudes regarding alternative assessment and their self-efficacy perceptions. Results show that teachers’ attitudes towards process-oriented measurement tools are positive which means that teachers are satisfied with the process-oriented measurement tools. However, in terms of gender variable, a significant difference is observed in favor of female teachers. Similarly, results also show that teachers’ self-efficacy perception levels on using alternative methods are at moderate level. In addition, teachers’ self-efficacy levels on applying methods and using resources are at moderate level. However, results revealed that teachers’ self-efficacy perception levels towards coping with difficulties are at moderate level. It is also determined that gender of teachers do not make a difference on teachers’ self-efficacy perceptions towards methods. Another result obtained from this study show that there is a low-level and positive relationship between attitudes and self-efficacy perceptions towards process-oriented measurement tools of teachers. According to these results, it is recommended that seminars could be organized for male teachers to develop positive attitudes towards process-oriented measurement tools as female teachers. It is also recommended that in-service trainings for enhancing teachers’ coping skills towards process-oriented measurement tools could be organized.

Keywords
alternative evaluation methods, attitude, measurement and evaluation, self-efficacy, teacher



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