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The purpose of this research was to determine the primary school teachers’ application levels of measurement and evaluation principles according to their own perceptions. 236 primary school teachers who were attending in-service training program in Aksaray in 2006-2007 academic year were involved in this research. The data was collected by a questionnaire with 30 items. Primary schools teachers’ level of applying the principles of measurement and evaluation in classroom settings were reported by frequency and percentages. The relationship between the variables-relationship of teachers’ frequency level of applications of measurement and evaluation with gender, years of experience in public sector, the department they graduated and the class size of they attendedwere determined with Cramer’s V coefficient. According to the findings, most of the teachers pay attention to the applications of measurement and evaluation principles. However, they do not use these measurement and evaluation principles in assessment of student achievement in most of time. There is no significant relationship between the variables; primary school teachers’ applications of measurement and evaluation , and years of experience in service, faculty they graduated and the class size they attended.

The Perceptions of Primary School Teachers About Their Application Levels of Measurement and Evaluation Principles