The Competencies of Turkish Visual Arts Teachers in Using Performance Evaluation Methods

Abstract

This study aims to assess the competencies of visual arts teachers in using performance evaluation methods, and to examine how these competencies vary by gender, years of service, and faculty graduated from. The study is a descriptive one, aiming to depict the present situation. The sample for the study consisted of 78 visual arts teachers working in the primary schools in Turkey. A three point Likert type scale was used as the data gathering instrument of the study. For the analysis of the data and for calculations, the SPSS 13.0 statistical package was used. Frequencies and percentages were calculated. Of the parametric tests, two samples t-test and one way ANOVA were used to test for normalcy. In all statistical analyses conducted, a p<0.05 significance level was used. The reliability coefficient of the scale was found to be 0.73. The findings indicate that visual arts teachers frequently engage in performance evaluation. Visual arts teachers state that they experience difficulties in finding time to prepare and evaluate development portfolios because classes are too crowded and with keeping these portfolios, that they do not have sufficient information on rubrics, and that they need assessment and evaluation experts to help with the use of this tool.