Akademik Veri Yönetim Sistemi
Milli Egitim, cilt.55, sa.249, ss.33-68, 2026 (Scopus, TRDizin)
Although there are several assessment and evaluation practices aimed at monitoring the development of educational stakeholders within the scope of the Harezmi Education Model, there is still a need for comprehensive efforts to clarify how these processes should be implemented in a holistic and systematic way. This study aims to propose a theoretical model for the implementation of assessment and evaluation approaches within the Harezmi Education Model. To achieve this, the grounded theory method, one of the qualitative data analysis techniques, was employed. The participant group consisted of eight individuals: three academic experts (Professors), one research specialist (Master’s thesis author), and four coordinators from the Ministry of National Education. Qualitative interviews were conducted using the Delphi Technique, supported by a semi-structured interview form developed by the researchers. A total of 13 hours of audio-visual data were collected and transcribed, then analyzed using NVivo software. Thematic analysis was conducted by two coders. Evidence for credibility, consistency, neutrality, and applicability was ensured throughout the research process. Findings revealed that the assessment and evaluation processes of the Harezmi Education Model can be structured under six sub-themes: principles, measurement tools, focus of evaluation, constructs to be measured, roles, and risks. The results highlight the necessity for policymakers, administrators, and practitioners to adopt a principle-based approach, design both process- and product-oriented evaluation stages, use innovative tools, assign context-specific roles to stakeholders, and consider potential risks within the model’s implementation.