This study aimed to determine the mistakes of first-year primary students regarding time measurement, which is the sub-learning area of measurement in Math’s class. In accordance with this aim, the study was conducted as a case study, which is one of the qualitative methods. In order to collect the data in the study, non-participant observations made online in the classroom environment, semi-structured interviews with the students individually via video conference, and all the homework assigned to the students by the classroom teacher during the process related to the subject were utilized as document review. In the analysis of the data obtained, content analysis was used. In the light of the findings, it was determined that the students made mistakes in showing and saying half hours and exact hours involving hour and minute hand, in the yesterday-today-tomorrow relationship, and in the week-month relationship.

The aim of this study is to develop a valid and reliable scale to determine the digital citizenship levels of social studies teachers. In the scale development phase, a scale item pool of 79 items was created. The created scale item pool was submitted to expert opinion; 44 items were removed in the first stage and 14 items were removed in the second stage. The draft scale was applied to 321 social studies teachers working in secondary schools affiliated to the Ministry of National Education in Eskisehir province in the 2021-2022 academic year. As a result of exploratory and confirmatory factor analyses, a unique, valid and reliable digital citizenship scale for social studies teachers with 4 factors and 21 items was developed with a total variance explained of 54.959%. Cronbach Alpha coefficient for the whole scale was calculated as 0.91. The data obtained proved that the scale is a valid and reliable scale.

Community service practices course is a compulsory course aims to provide pre-service teachers with a sense of social responsibility theoretically and practically, and aims to develop cooperation, collaboration, effective communication and self-assessment skills during practice.  In the context of current studies, the measurement and assessment system of the course should include process assessment, the introduction of the assessment system at the beginning of the lesson, presenting a standard assessment tool example, individual assessment as well as group assessment, use of alternative assessment tools. This study aims to examine the opinions of social studies pre-service teachers regarding an exemplary classroom assessment model developed for the community service practices course. In this context, the action research method, one of the qualitative research methods, was used in the research. Fifteen social studies pre-service teachers participated in the study. The data were collected through a semi-structured interview form and analyzed with the descriptive analysis technique. As a result of the study, an example of a classroom assessment model, in which each one is a significant component, has emerged for pre-service social studies teachers within the scope of the CSP course. The name of this model is PROFESS T. PROFESS T is a classroom assessment tool derived from the words processfolio (PRO), formative evaluation (FE), service-learning (S), self-assessment (S), and transparency (T). It also means professional transparency. In evaluations, it means “we are not transparent; we must be transparent.”