The Effect of Complementary Assesment and Evaluation Development Curriculum on the Knowledge Level of Geography Pre-service Teachers

Geography Lesson Curriculum prepared by Ministry of National Education has been applied by 2005-2006 academic year. Geography Lesson Curriculum was prepared according to the constructivist theory. The constructivist theory has led to conceptual framework formation in many subjects from organization of learning activities to configuration of evaluation process. According to the curriculum, as it is emphasized that students should have the right to comment on their own learning s, it is recommended that feedbacks should be made by multi-directional and complementary assessment and evaluation instruments (MEB, 2005). For a healthy assessment and evaluation process, it is essential that teachers who have practitioner positions should use assessment and evaluation techniques which are recommended by curriculums in evaluation of their students and their own teaching activities. To be able to apply the assessment and evaluation approaches that are envisaged by the curriculum effectively and to benefit from potency that is offered by these approaches during the teaching process depend on the knowledge level of teachers. (Birgin and Gürbüz, 2008). The aim of this study is to analyze the effect of developed curriculum which is relating to complementary assessment and evaluation instruments on the knowledge level of pre-service teachers of geography lessons. The sample consists of 36 pre-service teachers studying at Erbakan University in 2013-2014 academic year. The participants of the study are fourth grade students studying at department of Secondary Education Geography Teaching. Mixed model was used in this study. Experimental design with pretest-posttest control group was used in quantitive dimension of this study and semi-structured interview design was used in qualitative dimension of this study. As experimental design, one experimental group(18) and one control group (18) were formed. Participants of experimental groups and control groups were chosen with the method of random sampling. According to Complementary Measurement and Evaluation Achievement Test (CMEAT), pre-test points didn t notice significant difference between groups (p .05). After, eight seance Complementary Assessment and Evaluation Development Curriculum Programme (CMEDP) was applied to experimental group. Quantitative data of the study was analyzed with SPSS 14.00 program and qualitative data of the study was analyzed with descriptive analysis technique. The results of the study reveal that CMEDP have positive effect on complementary assessment and evaluation knowledge level of pre-service teachers (t=6.24, p 0.001). In the study, five pre-service teachers were interviewed as an experimental group conversation. These results support qualitative data of the study. Finally, it is seen that adoption of complementary assessment and evaluation approaches may require time and big theoretical changes but it is thought that this situation can be solved by positive attitude of academicians to complementary assessment and evaluation approaches at undergraduate education, teaching lessons through assessment and evaluation during undergraduate education and sufficient inservice training activities.