In this study, it was aimed to reveal the views of geography teachers on open-ended questions. In the study, in which the qualitative research method was used, the study group consisted of 12 geography teachers working in secondary education institutions affiliated to the Ministry of National Education in Ankara in the 2020-2021 academic year. A semi-structured interview form was used as a data collection tool in the research. The obtained data were analyzed by content analysis method. According to the findings obtained from the research; It has been understood that there is uncertainty and confusion in the definition and classification of open-ended questions. It was understood that most of the participants confused open-ended questions with questions that are one of the traditional measurement tools and expressed as "classical questions" or "written exams" in the literature. It was understood that the participants had views on the advantages and disadvantages of open-ended questions in line with the literature, however, some advantages and disadvantages frequently expressed in the literature were not expressed by the participants at all. However, it was determined that some advantages and disadvantages that were not expressed in the literature were expressed by the participants. It was understood that all participants believed that geography was a suitable lesson for using open-ended questions and they used these questions actively. Although all participants thought that open-ended questions could be used in skills and values education, it was seen that the participants with relatively lower professional seniority were more knowledgeable and prepared than the participants who were more senior in skills and values education. Based on the results obtained; Suggestions were made such as organizing in-service trainings on the definition and classification of open-ended questions, inclusion of correctly structured open-ended question examples in textbooks, and opening of sample questions to be produced on this subject to the access of teachers, especially digital platforms.


Open-ended questions, measurement, evaluation, geography education, geography