2018 biology teaching program measurement and evaluation approaches reflections on 9th-10th grade books

The aim of this study is to examine the measurement and evaluation understanding reflected in the 9 th and 10 th grade biology textbooks prepared in line with the 2018 Biology Course Teaching Program. Qualitative research method was used as the research method, and document analysis, which is one of the qualitative data collection methods, was used. In the 2020-2021 and 2021-2022 academic year, 9-10 grade level secondary school biology books were examined. The units in the prepared textbooks were examined and the frequency of use of the techniques was classified by considering the categories developed and tabulated by Nartgün (2009). In the 9 th and 10 th Class Biology Textbooks examined as a result of the research, i) V-diagram, fishbone, poster, portfolio, demonstration, text, etc. and game etc. techniques were not included, ii) Techniques such as Venn chart, structured grid, diagnostic branched tree, word association test, concept map, self and peer assessment, interview and observation are partially included, iii) It has been determined that traditional measurement and evaluation techniques are more involved than complementary (or alternative) measurement and evaluation techniques. In the 9-10 Class Biology textbooks examined with in the scope of the research, it was observed that the measurement and evaluation approach explained in the 2018 Biology Course Teaching Program was not reflected to a large extent. Based on the findings of the research, it can be said that the techniques, which are not included in the relevant textbooks and are partially included, should be arranged in a way to deal with the measurement and evaluation understandings more comprehensively.