@article{2020,title={Investigation of Teachers’ Epistemological Beliefs and Measurement-Evaluation Practices in the Context of Turkish Education System},abstractNode={The purpose of the present study was to determine the relation between the epistemological beliefs of high school teachers and the measurement and evaluation methods they use during the teaching process. The universe of the research conducted in a correlational pattern consists of teachers working in high schools in Diyarbakır, Elazığ, Malatya and Şanlıurfa provinces. The sample of the study is composed of 819 teachers determined from the universe by disproportionate cluster sampling. The data of the study were collected with the Epistemological Belief Information Form and the Scientific Epistemological Beliefs Scale. The data of the research were analyzed by descriptive and inferential statistical methods. In the research, it has been determined that the majority of high school teachers take into account the nature of the information included in the subject while preparing lessons and preparing questions for their test situations. It has been determined that high school teachers participating in the study differ in epistemological belief levels in various dimensions. The teachers are not developed under the Authority and Accuracy sub-dimension, they are traditional; While it was determined that they had advanced, contemporary and medium-level, mixed epistemological beliefs in Knowledge Generation Process, Reasoning and Variability of Knowledge dimensions, teachers were found to have medium, mixed epistemological beliefs in general},author={Ender ÖZEREN},year={2020},journal={Journal of History School}}