How measurement and evaluation in art education should be, for many years as a problem whose answer is sought, has protected agenda in the education system. While students are evaluated in the visual arts course, what should be considered? Should students be assessed according to products which they discover or capabilities? Should things made by students be assessed? or Should not assessment be done?
Visual arts education program, being implemented, measures student achievement with data obtained from projects, studies to determine the student's performance and process files. In order to obtain this data; used grade scoring keys, rating scales, checklists and observation forms as well as self-assessment forms ,recommended to avoid the use of the evaluation phase with the students' grade, and group evaluation forms. In the research, secondary school 6 visual arts classroom course curriculum, and visual arts teachers' opinions about the level of implementation of measurement and assessment methods were investigated. In the research ,which had been used descriptive method; pre-test consisting of 4 open-ended questions was applied to 24 the visual arts teachers ,working in secondary schools in district of Sincan and Etimesgut of Ankara province in the 2011-2012 academic year; data ,obtained from the research, validity and reliability testing was performed by taking the opinion of experts and attitude scale consisting of 63 questions was developed. Attitude scale ,being developed, was applied to 33 the teacher of visual arts course ,working in secondary schools in district of Sincan and Etimesgut of Ankara province, The data were expressed in terms of frequency and percentage and interpreted.
The result of research, It was seen that teachers of visual arts had difficulty using the methods of assessment and evaluation foreseen in the program.
Key Words: teacher opinion, measurement, evaluation