The effects of evaluation based on scoring guidelines (Rubric) to academic success of vocational higher education students' child development course

In this research, the achievement of students taking Child Development course at Vocational Higher Education is compared in terms of evaluation based on scoring guidelines (rubric) and traditional assessment methods. It is aimed to determine whether there is a meaningful difference in the academic success of the students who have been evaluated by the scoring guidelines (rubric) and of those evaluated by the traditional assessment methods as well as to observe whether the students evaluated by the scoring guidelines (rubric) have developed a positive attitude towards the lesson. Experimental design is used in the study. The universe of the research consists of the daytime and evening education students of the Vocational Higher Education School Child Development Associate Degree Program in the Anatolian side of Istanbul in 2017-2018 academic year. SPSS package program has been applied to analyze the data. In order to determine if there is a significant difference between the pre-test and post-test scores of the experimental group and control group in child development achievement test, independent groups t-tests have been conducted. To determine whether the experimental group has showed a significant difference between pre-test and post-test scores, a dependent groups t-test has been carried out. Also, a dependent groups t-test has been conducted in order to detect a difference between the pre-test and post-test scores of the conttol group. An independent groups t-test has been conducted to determine whether there is a significant difference between the scores of the experimental group and control group in performance tasks. According to the results of the research, no significant difference has been detected between the pre-test scores of the experimental group and control group on the child development achievement test. There is a significant difference in the post-test scores between the experimental group and control group on the child development achievement test in favor of the experimental group. There is no significant difference between the pre-test and post-test scores of the control group. A significant difference has been found in favor of the post-test between the pre-test and post-test scores of the experimental group. A significant difference has been found in favor of the experimental group between the scores of the experimental group's and control group's performance tasks. It is understood that the students in the experimental group have developed more positive attitudes towards the child development course than the control group students.