Measurement and Assessment for Science Education in the Turkish Educational Context: Problems and Reflections

Asia-Pacific Forum on Science Learning and Teaching, Volume 5, Issue 3, Article 1 (Dec., 2004)
Mehmet KÜÇÜK & Salih ÇEPNİ
Measurement and assessment for science education in the Turkish educational context: Problems and reflections

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Measurement and assessment for science education in the Turkish educational context: Problems and reflections

Mehmet KÜÇÜK¹ & Salih ÇEPNİ²

¹Karadeniz Technical University, Artvin Faculty of Education, Turkey
²Karadeniz Technical University, Fatih Faculty of Education, Turkey

Email: mehmetkucuk@tused.org

Received 23 July, 2004
Revised 30 November, 2004

Contents

Abstract

1. Introduction

1.1. Need for Measurement and Assessment

1.2. Overview to the Measurement and Assessment Area in the World

1.3. Science Learning and Assessment

2. Measurements and Assessment in the Turkish Context

2.1. Structure of the Turkish Educational System

2.2. Review of the Literature on Measurement and Assessment Approaches in Turkey

3. Future Trends for Measurements and Assessment of Science Education

References

Abstract

Research on teaching and learning supports the movement toward new assessment approaches. Educational assessment has an important effect on learners' growth, achievement and self-esteem. International literature includes a series of conceptual models that introduce the means and importance of student assessment from different perspectives. In this article, first we examined these new trends and focused on some new assessment methods in science education and then looked at the Turkish context based on the discussed criteria for science assessment. Then we analyzed some thoughts about the future of science assessment.

Key Words: Measurement and Assessment, Science Education, New Trends, Turkish Context.

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