158 158 International Journal of Scientifc Study | November 2017 | Vol 5 | Issue 8 Determınatıon of the Perceptıons of the Turkısh Language Teachers Toward the Use of Modern Measurement and Evaluatıon Tools Önder Uçar, Deniz Ozcan Near East University, Ataturk Education Faculty, Department of Curriculum and Teaching, North Cyprus, Mersin 10 Turkey reducing to understand the entity and defending that being in existence is something to be perceived Kant; stating that all our information is a product of a specifc point of view and asserting that through emphasis on its objectivity modern knowledge tries to destroy emotions F. W. Nietzsche; through instrumentalizing truth and knowledge, denying the object-subject distinction and defending that objective knowledge have never existed J. Dewey; indicating that knowledge is a product of a specifc culture, and it is conditional due to socio-cultural reasons and therefore it is impossible to talk about the existence of a universal and objective knowledge T. Kuhn and fnally, empasizing the signifcance of language for knowledge, through assimilating language and knowledge Wittgenstein and many other scholars made important contribuions to constructivist education’’ (Aydın, 2007). Still, it impossible to claim that aforementioned scholars truly defned constructivist approach, but their extensions derived from their views in course of time turned into a ground for cognitive, social and radical constructivism. According to Von Glasersfeld, GiambatistaVico is the INTRODUCTION Modern Measurement and Evaluation Tools in Education Programs According to Aytaç (1992), foundations of the constructivist education can be traced back to studies held by Socrates, Plato ve Aristo., ‘’I know that I know nothing” (Aydın, 2007), diyen Socrates; nesnelerin niteliklerini gruplara seperating, that primary qualities depend on senses and therefore not objective. In this context, stating that what we know are in fact our ideas, J.Locke; denying J. Locke’s primary and secondary quality distinction, through taking to the experimental consequences, Abstract The purpose of this paper is to provide an evaluation about the perceptions of the Turkish language teachers in the secondary schools toward the modern measurement and evaluation forms used throughout the educational processes. Following the qualitative case study methodology this study was held within the second semester of the 2016-2017 academic year in North Cyprus. Study group consists 32 Turkish language teachers working in the public primary schools who all were selected considering purposefulness and maksimum diversifcation criteria. To collect data written feedback forms composed of 3 open ended questions that were developed by rearchers have been used. Evaluating the fndings of the study is of critical importance in that the exploration of the opinions of Turkish language teachers about the measurements and evaluation forms that are in use in educational processes in the public schools in North Cyprus would generate substantial contribution to solve current problems in education. Having said this, it is important to know that the data evaluation forms in secondary schools have so far embodied as a result of the feedback gathered through scientifc researches based on the opinions and suggestions collected from practitioners. Considering the qualitative data obtained, this paper concludes that Turkish language teachers in public schools in North Cyprus do not use modern measurement and evaluation forms, instead, they use traditional measurement and evaluation methods. Key words: Modern Evaluation Forms, Alternative Measurement and Evaluation Tools, Measurement and Evaluation Print ISSN: 2321-6379 Online ISSN: 2321-595X DOI: 10.17354/ijssNov/2017/22 Original Article Access this article online www.ijss-sn.com Month of Submission : 07-2017 Month of Peer Review : 08-2017 Month of Acceptance : 10-2017 Month of Publishing : 11-2017 Corresponding Author: Deniz Ozcan, Near East University, Ataturk Education Faculty, Gifted Education Department , North Cyprus, Mersin 10 Turkey . Telephone: +90 392 223 64 64, E-mail: deniz.ozcan@neu.edu.tr