The present study aimed to determine the educational requirements for teachers in measurement-evaluation and whether the professional development (PD) workshops organized based on these requirements have an impact on evaluation literacy, attitudes, and self-efficacy perceptions of the teachers. The mixed-method design, where both quantitative and qualitative data were collected, was employed. A total of 204 middle school teachers participated in the study that aimed to determine the educational requirements of teachers in measurement-evaluation. For maximum diversity, 17 science teachers with different genders (10 male 7 female) and seniority between 3 and 15 years attended PD workshops. Five data collection instruments, including a survey form, three scales, and an interview form, were used to collect the study data. In quantitative analysis, descriptive statistics, dependent groups t-test, multilinear regression analysis were employed and the content analysis method was used in qualitative analysis. The analysis of the study data demonstrated that there were positive changes in assessment literacy, attitudes, and self-efficacy perceptions of the teachers towards measurement-evaluation, and it was determined that the workshop model was applicable in PD programs. As teachers' knowledge of assessment increased, they increasingly relied on self-knowledge and decided to adopt the new assessment techniques they learned. After the training requirements of the teachers were determined, it was recommended that the professional development training should be supported to meet their needs in workshops based on the study findings.