Investigation of the use of measurement and assessment tools in social information course books used between 1998-2019

In this research, it was aimed to determine the distribution of the questions in the 5th, 6th and 7th grade social studies textbooks prepared by the Ministry of National Education Publishing House between traditional and alternative measurement and evaluation tools and to determine the level of the end-unit evaluation questions according to Bloom's Revised Cognitive Field Taxonomy. intended to determine. The questions in the textbooks of three different periods, which were prepared according to the curricula applied in 1998, 2005 and 2018, were examined and it was desired to determine whether the measurement and evaluation tools used showed a differentiation over the years. Document analysis model, which is one of the scanning model, was used to achieve the aims of the research. Prepared according to the 1998 social studies course curriculum; The rate of use of traditional assessment and evaluation tools in 1999 5th grade, 2000 6th grade, 1999 7th grade textbooks, respectively; While it was 66.17%, 61.90%, 55.91%, the rate of use of alternative assessment and evaluation tools, respectively; 33.82%, 38.09%, 44.08%. Prepared according to the 2005 social studies course curriculum; The rate of use of traditional assessment and evaluation tools in the 5th, 6th and 7th grade textbooks of 2006, respectively; While it was 97.82%, 97.51%, 93.26%, the rate of use of alternative assessment and evaluation tools, respectively; 2.17%, 2.48%, 6.73%. Prepared according to the 2018 social studies course curriculum; The rate of use of traditional assessment and evaluation tools in the 5th, 6th and 7th grade textbooks of 2018, respectively; While it was 91.75%, 97.51%, 81.71%, the rate of use of alternative assessment and evaluation tools, respectively; 8.24%, 12.48%, 18.28%. When the end-of-unit evaluation questions of the textbooks are examined according to Bloom's Revised Cognitive Field Taxonomy, the following ratios have been reached in terms of the questions addressing lower and higher level skills; 1999 5th grade; 75.54% lower level, 24.46% senior, 6th grade in 2000; 90.76% lower level, 9.22% senior, 1999 7th grade; 90.15% lower level, 9.82% senior level, 5th class in 2006; 56.34% lower level, 43.63% senior level, 6th grade in 2006; 57.89% lower level, 42.08% senior level, 7th grade in 2006; 22.32% low level, 77.65% high level. 5th grade in 2018; 45.32% lower level, 54.66% senior level, 6th grade in 2018; 45.12% lower level, 54.84% senior level, 7th grade in 2018; 42.58% are for low-level skills and 57.39% are for high-level skills. In the light of the findings obtained as a result of this study, it was concluded that the variety of the questions used in the preparatory part, the learning area and the evaluation studies were less in terms of alternative assessment and evaluation techniques, and the questions measuring low level skills were given more place in the end-unit evaluation questions. As a result of the research, it was suggested that alternative assessment and evaluation tools and questions measuring high-level cognitive skills could be included more in the textbooks to be prepared.