“…The Ministry of National Education (2002) defined teachers' measurement and evaluation competencies as follows: "Identifying the measurement and evaluation method suited for the objective, determining the student performance criteria, conducting written examinations, conducting oral examinations, conducting right-wrong type tests, conducting completion tests, conducting multiple choice tests, identifying the validity and reliability of the developed measurement tools, homework and project assessment, student work folder assessment, informing the school management of the evaluation results, providing feedback to the parents of the students, conducting absolute evaluation and relative evaluation, ensuring the participation of the students in the evaluation process, self-assessment of the instruction provided, helping the students to assess himself/herself, providing feedback to the student, conducting performance tests and attitude measurement." Studies (Aksu, 2012;Beziat & Coleman, 2015;Birgin & Baki, 2009;Childs & Lawson, 2003;Çakan, 2004;Davidheiser, 2013;Daniel & King, 1998;Gelbal & Kelecioğlu, 2007;Güven, 2001;McDonald, 2002;Mertler, 2003;Mertler & Campell, 2005;Özsevgeç, Çepni & Demircioğlu, 2004;Karaman, 2014;Karaman & Şahin, 2014;Kuran & Kanatlı, 2009;Ogan-Bekiroğlu & Suzuk, 2014;Schafer & Lissitz 1987;Stiggins, Conklin, & Bridgeford, 1986;Tao, 2014;Ulutaş, 2003;Volante & Fazio, 2007;Yamtim & Wongwanich, 2014). corresponding to these fields of competence identified in relation to measurement and evaluation indicate that the assessment literacy and competence levels of teachers are low.…”