Preschool Teachers’ Approach to Assessment and Evaluation Tools: A Mixed-Methods Study on Usage Frequency and Competencies

This study aimed to determine preschool teachers’ frequency of use and competencies regarding assessment tools. A concurrent triangulation mixed-methods design was employed. Quantitative data were collected from 124 preschool teachers selected through simple random sampling, while qualitative data were obtained from 15 teachers selected through maximum variation sampling using a phenomenological approach. Data were collected via researchers-developed questionnaires and semi-structured interviews, and analyzed using descriptive, correlation, and content analyses. Quantitative findings revealed that teachers felt most competent in using developmental reports, whereas monthly plans were the most frequently used tools. The greatest discrepancy between competence and usage frequency occurred in standardized tests, which showed a statistically moderate relationship. Qualitative results indicated that while teachers primarily use these tools for developmental tracking, they face significant barriers such as time constraints and paper-work burdens. Additionally, teachers often create their own informal assessment tools. The study recommends diversifying assessment resources, ensuring adequate supervision, and updating curricula to reflect practical implementation needs.

Cite this article as: Tülek, Z. B., & Türkan, A. (2026). Preschool teachers’ approach to assessment and evaluation tools: a mixed- methods study on usage frequency and competencies. HAYEF: Journal of Education, 23, 0141, doi:10.5152/ hayef.2026.25141.