SOSYAL BİLGİLER ÖĞRETMENLERİNİN ÖLÇME VE DEĞERLENDİRME ALANINDAKİ KAVRAM YANILGILARI VE ÖZ YETERLİK İNANÇLARININ İNCELENMESİ

In this research, it was purposed to det ermine social studies teachers’ misconceptions in assessment and evaluation and to examine self - efficacy beliefs. The research is carried out by survey model and the group of the study is composed of 122 social studies teachers who are working at state secondary schools in central district of Manisa in 2012 ? 2013 Education Year. To collect data Measurement and Evaluation Concept Test (MECT) and Measurement and Evaluation Self - efficacy Scale (MESES) were administered. According to the results of the study, m isconception scores did not present significant statistical differences accor ding to their gender, in service education training condition, or their condition of whether they took measurement and evaluation lesson, or not. It was determined that teachers within the occupational experience group of 0 to 5 years presented less miscon ception compared to the other teacher experience groups of 21 years and up. Teachers graduated from the Institute of Education showed more misconception compared to the other graduated teacher groups. Measurement and evaluation self - sufficiency perceptions were found on the level of “Adequate” . Their self - sufficiency perceptions exhibited significant difference based on gender; and it was revealed that male teachers perceive themselves more “sufficient” compared to the female teachers. Sufficiency scores ta ken from the “ MESES” did not present significant difference according to their occupational experience, type of the graduated academy the condition that whether i n service education training was taken before or not, and the condition that whether measureme nt and evaluation lesson was taken in the graduated academy or not. There is no significant relationship found between sufficiency scores and misconception scores. Key Words: Measurement and Evaluation, Misconception, Self - efficacy.