Turkish Teachers' Opinions on the Measurement and Evaluation Approach of the 2024 Secondary School Turkish Course Curriculum (5, 6, 7 and 8th Grade)

Abstract

Study evaluates 2024 Secondary School Turkish Curriculum from the perspective of Turkish teachers in terms of measurement and evaluation. It discusses the program's main components, objectives, content, skill-oriented approach, and applicability. Research was designed according to a phenomenological qualitative research method, and data were collected via semi-structured interviews with 21 teachers who had experience with new curriculum and at least five years of professional experience. Based on the teachers' opinions obtained from the findings, strengths and areas for improvement of 2024 Secondary School Turkish Curriculum were identified. Specifically, we analyzed adequacy of activities for developing language skills, assessment, evaluation processes, timeliness of the course content, and program's suitability for students' needs. Findings reveal that, while teachers generally view program positively, they face difficulties in implementation. Teachers emphasized that content should be more flexible, teaching materials should be more diverse, program should include more student-centered practices. Additionally, they stated that measurement and evaluation processes should be more objective and functional. To increase program's success, it’s suggested that in-service training for teachers be organized and that feedback mechanisms be strengthened during implementation. Study is an important resource for evaluating program's applicability in the field and can contribute to development of educational policies.