Analysis of the 5, 6, 7 and 8th grade of science textbooks in terms of the measurement, assessment and evaluation approach

The purpose of the research is to present the suitability of the measurement and assessment tools that take part in the science textbooks according to the sense of measurement, assessment and evaluation in the 2018 science curriculum. In this context first of all, it was aimed to make an analysis of the end of unit evaluation questions that take part in the 5, 6, 7 and 8th grade science textbooks according to the Revised Bloom Taxonomy cognitive process steps. Another research subject was to present the all question types' distribution in the whole textbooks. In addition, it was targeted to examine the reflection of the domain-specific skills which was mentioned in the curriculum in the all textbooks. Finally, it was aimed to determine the each item's extent degree of the cognitive, affective and psychomotor domain in the measurement and assessment tools. In accordance with the aim of the research, the research was conducted with the embedded multiple case study. All data was collected with the document analysis method and analysed with the descriptive analysis method. The measurement and assessment tools in the 5 and 8th grade science textbooks prepared by the Ministry of National Education and 6 and 7th grade science textbooks prepared by the private publishing houses constitute the sample of the research. The end of unit evaluation questions in the books were analysed with the help of "The Cognitive Process Steps Table" consisting of the definition, target behaviors, keywords and sample questions of the Renewed Bloom Taxonomy cognitive process dimension that table was prepared by the researcher using various sources in the literature. The question types in the textbooks were grouped in accordance with the table of the most mentioned question types in the literature determined by the researcher. The skills emphasized in the measurement and evaluation tools were analysed with the help of "The Domain-Specific Skills Table" containing the definition and sub-dimensions of the domain-specific skills that take part in the 2018 science curriculum. Besides, cognitive, affective and psychomotor domain levels of the each item in the measurement and evaluation tools were examined with the help of "The Target Areas Table" containing the definitions, sub-dimensions and keywords related to the target area behaviors that is prepared by the researcher. At the descriptive analysis applied in the research, frequency and percentage values were used and the results were shown in the tables and graphics. According to the results obtained, it was found that all textbooks do not fully reflect the measurement, assessment and evaluation approach in the curriculum. It was also found that the cognitive level, type, skill and target area distribution of the tools in the all grade levels was similar. Based on this results, it was put forward a suggestions to the researchers, book authors, and book evaluators.