If we define education as a “deliberate culturing” process, then it is clear that all educational activities need to be planned. Planning in education is pre-designing and organizing which of the educational activities to choose in order to achieve specific educational goals, why and how to make them available to students, what auxiliary and complementary resources and tools to use, and how to evaluate the achieved results. Teachers, who are the implementers of these programs, are one of the main inputs of the education system, as they closely monitor the output or product of the planned and scheduled educational application. In order to reach the most accurate and detailed evaluations about the quality of the outputs, teachers must examine the product from all aspects and collect data with the most accurate assessment tools for evaluation. The purpose of this study is to determine the extent to which teachers monitor and evaluate the observable in-class and out-of-class behaviors of students in the process of determining students' course success. In this respect, since the research is descriptive, singular scanning was used as a method. The research was carried out on volunteer class and branch teachers working in primary, secondary and high schools. This research is important in terms of emphasizing the need to consider the observation based in-and-out-of-class behaviors of the students in determining their course success. According to the results obtained, it was determined that while evaluating their students, teachers' levels of considering the students' observable in-and-out-of-class performance variables differed significantly according to the teachers’ gender, field/branch, seniority and level/type of school in which they were assigned.
Keywords: Education, course success, assessment, evaluation