Türkiye Yüzyılı Maarif Modeli Çerçevesinde Ortaokul Matematik Dersi Öğretim Programının Ölçme ve Değerlendirme Yaklaşımının İncelenmesi

The aim of this study is to examine the assessment and evaluation approach adopted in the Secondary School Mathematics Curriculum within the framework of the Türkiye Century Maarif Model. Document analysis, one of the qualitative research methods, is used to identify the variety, frequency of use, and effectiveness of traditional and complementary assessment tools included in the curriculum. The findings have indicated that the program adopts a holistic approach that is student-centred and attentive to individual learning differences. It has been observed that particularly performance tasks, formative tests, and open-ended questions are commonly used. The study emphasizes that assessment and evaluation processes should not only support the learning process but also provide feedback by identifying learning deficiencies. Additionally, the integration of digital platforms into assessment processes is recommended to accelerate evaluation and enhance students' digital competencies. It is suggested that the broader use of alternative methods such as self-assessment, peer assessment, and group assessment can enhance the effectiveness of the program in supporting students’ individual development. Additionally, it is suggested that teachers' competencies in implementing assessment tools may, in some cases, be insufficient, which can limit the effectiveness of the evaluation processes. Therefore, enhancing professional development support for teachers is recommended to contribute to the more effective implementation of assessment tools. In conclusion, this study reveals both the innovative aspects and areas for improvement within the assessment and evaluation understanding of the Türkiye Century Maarif Model and offers important recommendations to enhance the quality of education.