The effect of alternative assessment and evaluation in information technologies and software course

Measurement and evaluation is the expression of an observed characteristic or quality with a number or symbol and making a decision within a criterion. In education, measurement and evaluation are tools that enable us to make informed decisions based on information, monitor the process and skills, and ensure continuous learning and development. According to the Turkey Century Education Model, which began to be implemented in the 2024-2025 academic year, in order to increase the quality of education provided, it is aimed to support all developmental areas of children and develop higher-order thinking skills along with the acquisition of knowledge and skills. In the education model, measurement and evaluation should be conducted throughout the process, student deficiencies can be identified, and the aim is to establish a developmental learning style by providing feedback. Provincial, district, and school-wide exams have been abolished because they have become competitive in exams. Nationwide common exams are being implemented instead. This study was conducted considering the perceptual changes in the education system in Turkey and the need for changes and updates in measurement and evaluation methods. The research; This study was designed to examine the applicability of alternative measurement and evaluation methods such as Concept Map, Rubric, Grid, and Branched Tree in a sixth-grade middle school information technologies and software course and their effects on student achievement. This study, conducted in a middle school in Van during the 2024-2025 academic year, included 45 students, representing the experimental and control groups. A ranking test was administered to demonstrate equivalence in both groups. Students in the control group were given traditional measurement and evaluation methods, including multiple choice, true-false, and appropriate assessment methods. In the experimental group, concept maps, Grids, rubrics, and a diagnostic branched tree were used throughout the course. SPSS (Statistical Package for Social Science) statistical software was used to analyze the data, and the differences between the experimental and control group scores were analyzed using a t-test. The significance level of the study was accepted as 0.5. According to the research results, it was observed that the application of alternative measurement and evaluation methods in informatics courses is feasible and has a positive impact on student achievement.