The changing demands of the individual and society, developments in science and technology, approaches of learning and teaching, paradigms and theories, and the results of the national and international research are bringing together the need to update, improve, and modify the curricula (Ministry of National Education; MoNE, 2017.) These changes and developments find their reflection in Science and Chemistry curriculum, too. In science classes, pupils are expected to achieve meaningful learning (Abell & Siegel, 2011). With the change of paradigms for learning, several changes are observed in educational reforms and curricula in many countries around the world. In line with global developments, changes are also being introduced to science curricula in Turkey; as a result, the curriculum was rearranged in 2017 (MoNE, 2017). The changes in the curriculum require teachers to obtain necessary knowledge, skills, and competences. Thus, teachers are encouraged to participate in research studies and deal with research evidences related to their own classes and use the results of scientific research for increasing the success of their pupils (Cooper & Cowie, 2010). Besides, there is a widespread belief that teachers should utilize assessment to develop and help pupils’ learning and achievement (Black & Wiliam, 1998; Cooper & Cowie, 2010; Popham, 2006). Science education is improving overall knowledge related to effective organization and use of assessment in science classes. However, only few research can be seen to examine teachers’ knowledge, perception, and implementation related to assessing science learning (Lyon, 2013). Besides, most of the teachers do not feel well-prepared for assessment, and they need support to apply and make decisions based upon various types of assessment techniques (Mertler & Campbell, 2005). Therefore, it is vital for improvement and progression of science education that science teachers and candidates use effective assessment approaches and activities (Lyon, 2013). Teacher education programs also perform a great endeavour to support prospective teachers gain the information and abilities needed to succeed in their forthcoming professions (Yılmaz-Tüzün, 2008). Prospective teachers need to graduate from these programs after they obtain in-depth professional knowledge and necessary skills. If they acquire satisfactory information related to assessment through the teacher education programs graduated, they are likely to be confident and capable of applying various kinds of assessment techniques (Yılmaz-Tüzün, 2008). One of the goals of assessment in education is to report and develop the Abstract. The aim of this research was to find out the assessment literacy level of chemistry teachers in Turkey. For the purpose of the research, different types of formative assessment techniques were included in the research. This research was conducted as a case study, which is a kind of qualitative research design. The participants in the research were 12 chemistry teachers working in different high schools in Şanlıurfa, one of the largest cities in south-eastern Turkey in 2017-2018 spring term. Research data were collected with a semi-structured interview form. Content analysis was performed on the research data. According to the results, chemistry teachers did not have sufficient perception and knowledge about diagnostic and formative assessment. Chemistry teachers’ perception related to objective of formative assessment techniques was very low and it was almost unfamiliar to them. Also, chemistry teachers had little perception about how formative assessment techniques should be prepared and what is their function. Their perception related to the interpretation/scoring of the results obtained from formative assessment techniques was almost non-existent. They had serious deficiencies related to formative assessment techniques and they focused on summative assessment rather than formative assessment and related techniques in their chemistry classes.

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土耳其的化学教师评估素养

个人和社会不断变化的需求、科学技术的发展、学与教的方法、范式和理论，以及国家和国际研究的结果，都汇集了更新、改进和修改课程的需要（教育部国家教育部；教育部，2017 年。）这些变化和发展也反映在科学和化学课程中。在科学课上，学生应该获得有意义的学习（Abell & Siegel，2011）。随着学习范式的变化，世界上许多国家的教育改革和课程都发生了一些变化。根据全球发展，土耳其的科学课程也在发生变化；因此，2017 年对课程进行了重新安排（MoNE，2017）。课程的变化要求教师获得必要的知识、技能和能力。因此，鼓励教师参与研究并处理与他们自己班级相关的研究证据，并利用科学研究的结果来提高学生的成功率（Cooper & Cowie，2010）。此外，普遍认为教师应该利用评估来发展和帮助学生的学习和成就（Black & Wiliam, 1998; Cooper & Cowie, 2010; Popham, 2006）。科学教育正在提高与有效组织和使用科学课堂评估相关的整体知识。然而，很少有研究能够考察教师在评估科学学习方面的知识、感知和实施情况（里昂，2013 年）。除了，大多数教师都没有为评估做好充分准备，他们需要支持来应用和基于各种类型的评估技术做出决定（Mertler & Campbell，2005）。因此，科学教师和考生使用有效的评估方法和活动对于科学教育的改进和发展至关重要（Lyon，2013）。教师教育计划还大力支持未来的教师获得在未来职业中取得成功所需的信息和能力（Yılmaz-Tüzün，2008 年）。未来的教师需要在获得深入的专业知识和必要的技能后从这些课程中毕业。如果他们通过毕业的师范教育课程获得了与评估有关的令人满意的信息，他们可能有信心并能够应用各种评估技术（Yılmaz-Tüzün，2008）。教育评估的目标之一是报告和发展摘要。本研究旨在了解土耳其化学教师的评估素养水平。为了研究的目的，研究中包括了不同类型的形成性评估技术。本研究是作为案例研究进行的，是一种定性研究设计。研究的参与者是 2017-2018 年春季学期在土耳其东南部最大城市之一 Şanlıurfa 的不同高中工作的 12 名化学教师。研究数据是通过半结构化访谈形式收集的。对研究数据进行了内容分析。根据结果​​，化学教师对诊断和形成性评估没有足够的认识和知识。化学教师对形成性评价技术目标的认知度很低，对他们来说几乎是陌生的。此外，化学教师对如何准备形成性评估技术及其功能知之甚少。他们对从形成性评估技术获得的结果的解释/评分的看法几乎不存在。他们在形成性评估技术方面存在严重缺陷，他们在化学课上专注于总结性评估而不是形成性评估和相关技术。化学教师对形成性评价技术目标的认知度很低，对他们来说几乎是陌生的。此外，化学教师对如何准备形成性评估技术及其功能知之甚少。他们对从形成性评估技术获得的结果的解释/评分的看法几乎不存在。他们在形成性评估技术方面存在严重缺陷，他们在化学课上专注于总结性评估而不是形成性评估和相关技术。化学教师对形成性评价技术目标的认知度很低，对他们来说几乎是陌生的。此外，化学教师对如何准备形成性评估技术及其功能知之甚少。他们对从形成性评估技术获得的结果的解释/评分的看法几乎不存在。他们在形成性评估技术方面存在严重缺陷，他们在化学课上专注于总结性评估而不是形成性评估和相关技术。他们对从形成性评估技术获得的结果的解释/评分的看法几乎不存在。他们在形成性评估技术方面存在严重缺陷，他们在化学课上专注于总结性评估而不是形成性评估和相关技术。他们对从形成性评估技术获得的结果的解释/评分的看法几乎不存在。他们在形成性评估技术方面存在严重缺陷，他们在化学课上专注于总结性评估而不是形成性评估和相关技术。