This document outlines a research project conducted by a group of students called "Lilies" on teacher perceptions and use of assessment. The group surveyed 22 teachers from various schools to determine what types of assessments they use and how they perceive assessment. The results showed that most teachers were familiar with and used placement, formative, summative, and performance-based assessments. However, fewer teachers understood or used rubrics. The group suggested providing teachers with more assessment tools and training to help expand their assessment practices.

2. http://vanessa-arendt.deviantart.com/art/Calla-Lilies-323494732
Aim of Assessment

3. ED 401
• Sibel Pehlivan (L)
• Hatice Duymaz
• Elif Nagihan Kahraman
• Hilal Tunç
• Average age: 22
• Group name: Lilies
• Motto: The aim of the assessment is to
increase quality, decrease judgement.

4. OBSERVATION SCHOOLS
• Bahçesehir College
• Fatih College
• Ayazağa Işık Schools
• Hasan Ali Yücel Middle School
• Etiler High School

5. AIM
Our aim in this research is
• to determine how teachers perceive and use
assessment.
• what types of assessments are used by
teachers.

6. CONTENT
1. Gannt Card
2. Brainstorming
3. Matrix Diagram
4. Problem&Research Question
5. Fishbone
6. Hypothesis
7. Literature Review
8. Methodology
9. Results
10.Interpretations
11.Suggestions
12.References

7. PDCA Mindset Steps OCT.
2.
WEEK
OCT.
3. WEEK
OCT.
4. WEEK
NOV.
1. WEEK
NOV.
2. WEEK
NOV.
3. WEEK
NOV.
4. WEEK
DEC.
1. WEEK
DEC.
2. WEEK
PLAN Identify
Topic
Approval
Literature
review/Target
identification
Cause-effect
analysis
Approval of
the main
cause
Solutions for the
future
Determine
solution tactic
DO Start
implementing
CHECK Assessment of
the trial phase
ACT/STAN
DARDIZATI
ON
PPT/Blog design
Final corrections
and delivering
Self-assessment
PRESENTATION Peer-assessment
OBSERVED
EXPECTED
GANNT CARD

8. BRAINSTORMING
1. Why do not teachers give sufficient
feedback to students on assessment
results?
2. Why do not teachers use different types
of assessments?
3. Why do not teachers assess students
more frequently?
4. Why do teachers perceive assessment
as measurement?

9. MATRIX DIAGRAM
Name/Problem 1. 2. 3. 4.
Sibel 4 7 6 2
Elif 5 6 4 7
Hatice 3 7 5 6
Hilal 6 5 4 7
Total 18 25 19 22
2. Why do not teachers use different types
of assessments?

10. PROBLEM&RESEARCH
QUESTION
Why do not teachers use different
types of assessments?

11. FISHBONE
Why do not
teachers use
different
types of
assessments?
Teacher School Administration
Educational System
Lack of
knowledge
Teaching
philosophy Time
Management
Authority
Prohibition
on usage
Exam-based
system
Curriculum
Evaluation-based system
Classroom
Physical
Environment
Student
Profile

12. HYPOTHESIS
• Teachers do not use different types of
assessment (alternative assessment types
and formative, placement and diagnosis
assessment types).

13. LITERATURE REVIEW
Basic Terminology:
Assessment: Using a variety of procedures to gather
information about student performance. A process
of determining whether students have learned what
they were expected to learn from instruction. (Linn
&Miller, 2013; Reeves, 2011)
Measurement: The process to gather numerical
data&numerical description of student
performance. (Linn &Miller, 2013)

14. Aim of Assessment and Measurement
in Education
1. Determine instructional objectives
2. Identify students’ readiness (students’ level,
prerequisite skills)
3. Improve instruction
4. Assess intended learning outcomes (Linn &
Miller, 2013)

15. Types of Assessment
Procedures
We can classify assessment procedures
according to application/use in classroom:
1. Diagnostic
2. Formative
3. Summative (Reeves, 2011)

16. Types of Assessment
Procedures
• In some sources this classification done as
1. Placement
2. Formative
3. Diagnostic
4. Summative (Linn & Miller, 2013)

17. Types of Assessment
Procedures
• Another classification is done according
to format of assessment:
1. Fixed-choice assessment/Traditional
assessment
2. Performance-based/Alternative
assessment (Linn & Miller, 2013)

18. Assessment in Turkish
Educational System
• It is shown by research Gelbal&Kelecioğlu,
(2007) that teachers favor traditional
assessment procedures in educational process.
• It is also indicated that they feel themselves
comfortable with traditional procedures.
(Gelbal&Kelecioğlu, 2007)
▪ Because of lack of frequent use in Turkish
education
▪ Because they do not know how to use, assess
these procedures

19. Assessment in Turkish Educational
System
• Research also revealed that teachers have
adequate information on assessment
procedures. (Gelbal&Kelecioğlu, 2007)

20. METHODOLOGY
• Questionairre: We applied our
questionarre to 22 teachers from private
and public schools.
▪ There were 10 English, 3 Mathematics,
3 Social Sciences, 3 Turkish and 3
Science teachers in our survey.
• Interpretation of results
• Suggestions

21. RESULTS
1. What is your aim of assessment? (In this question
teachers had chance to give multiple answers so
including percentages of answers were not possible)
– Giving grades to students(12/22)
– Identifying students’ readiness (students’ level,
prerequisite skills) (13/22)
– Monitoring students’ progress (16/22)
– Giving feedback to students on their progress(19/22)
– Diagnosing learning difficulties (8/22)
– Identifying effectiveness of lecture (8/22)
– Assessing /Improving educational methods and
approaches (14/22)
– Other… (Please indicate)

23. RESULTS
2. Do you use assessment to
determine the
prerequisite skills,
students’ level before the
lecture?
Yes (63.6%)
No (31.9%)
I don’t know this type of
assessment. (4.5%)

24. RESULTS
3. Do you use assessment to
determine learning
progress of students and
effectiveness of methods
during learning process?
Yes (72.8%)
No (22.7%)
I don’t know this type of
assessment. (4.5%)

25. RESULTS
4. If yes, can you specify how
often? (n=16)
Once in a week (31.25%)
Once in a month (25%)
Other... (31.25%)
• At the beginning of the lesson
(12.5%)
• At the beginning of the unit
(6.25%)
• Sometimes (pop quizzes) (6.25%)
• After each unit (6.25%)
No answer (12.5%)

26. RESULTS
5. Do you use assessment
to determine overall
achievement of students
after learning process?
Yes (81.8%)
No (13.7%)
I don’t know this type of
assessment. (4.5%)

27. RESULTS
6. If yes, can you specify how
often? (n=18)
Once in a week (16.8%)
Once in a month (22%)
Other...(16.8%)
• Once between exams (5.6%)
• After each unit (5,6%)
• Pop quizzes (5.6%)
No answer (44.4%)

28. RESULTS
7. Do you use performance-
based assessments?
(Portfolios, oral
presentations, projects)
Yes (90.9%)
No (9.1%)
I don’t know this type of
assessment (0%)

29. RESULTS
8. If yes, what type of performance assessments you
use? (n=20) (In this question teachers had chance to
give multiple answers so including percentages of
answers were not possible)
• portfolios (10)
• project (16)
• presentation (14)
• others… (please indicate)(10)
–Productive skills
–Memorizing
–Role play
–Debates

31. RESULTS
9. Do you use rubrics in
assessment?
Yes (36.4%)
No (36.4%)
I don’t know this
type of assessment
tool (27.2%)

32. RESULTS
10. If yes, for which type of assessments do you
use? (In this question teachers had chance to give
multiple answers so including percentages of
answers were not possible)
– Project (3)
– Writing (5)
– Oral presentations (3)
– Performance tasks (2)
– Vocabulary (2)
– Nearly in all types of assesments (1)

34. DISCUSSION
In our research, we found that most of the
teachers use and know:
• Placement,
• Formative,
• Summative,
• Performance-based assessment (Linn &Miller,
2013).
We found that teachers know and use different
types of assessment in both private and public
schools so our hypothesis is refuted by the
results.

35. DISCUSSION
• Most teachers use formative assessment at
least once in a week.
• They probably do not know summative type
of assessment or the terminology because
they specified frequency as once a week,
once in a month and add pop quizes in this
category.
• Another interpretation of this result is that
they may not have taken our questionairre
serious.

36. DISCUSSION
• Teachers knowledge on performance-based
assessments is a surprising but promising
finding for us.
• Most of the teachers use projects,
presentations, and portfolios for performance
assessments.

37. DISCUSSION
● It is not surprising that most teachers do
not know or use rubrics.
● As we expected, teachers use rubrics for
projects, writing activities, oral
presentations since these types of
assessment require rubrics to be able to
make objective scoring and assessment.

38. SUGGESTIONS
Teachers can be provided with ready-made
assessment tools. (Gelbal&Kelecioğlu, 2007)
 Teachers can be supported with in-service
educations. Teachers should attend those
educations.
Teachers should engage in learning new
methods and new approaches.
Administrators, students and parents should
be informed about advantages and usage of
new techniques and methods.
(Gelbal&Kelecioğlu, 2007)

39. LIMITATIONS
 This questionnaire can be applied to more teachers
from state and private schools.
 We carried out our questionnaire to English
teachers mostly. It could be applied to more
teachers from different branches.
 Teachers could have taken the questionnaire more
carefully.

40. REFERENCES
• Gelbal, S., & Kelecioğlu, H. (2007).
Öğretmenlerin ölçme ve değerlendirme
yöntemleri hakkındaki yeterlik algıları ve
karşılaştıkları sorunlar. Hacettepe Üniversitesi
Eğitim Fakültesi Dergisi, 33(33).
• Köksal, Hayal. Imece circles
• Linn, R. L.,&Miller, M. D. (2013).
Measurement and Assessment in Teaching
(11th edition). Upper Saddle River, NJ: Merrill
Prentice Hall.
• Reeves, A. R. (2011). Where great teaching
begins. Alexandria, VA: ASCD.

41. • Special thanks to

42.  You can follow our blog:
http://liliesassessment.blogspot.com.tr/