Reflections of 2018 science curriculum assessment approach on Education and Information Network (EBA): Middle school analysis

In this study, it is aimed to search that how the mentality of 2018 Science Education Curriculum assessment and evaluation is reflected to EBA that has been used more especially recent years. Throughout this study, qualitative research has been used and document analysis has been consulted as data collection tool. Therefore, the documents of Science Education in EBA, that is based on 2018 Science Education Curriculum preparing by a committee of the Ministry of National Education and becomes more active in 2021-2022 than the previous academic years, are researched with the content analysis method. In EBA, all the units of the 5,6,7,8th grades are analyzed in detail, and according to the mentality of assessment and evaluation in 2018 Science Education Curriculum, the frequency of assessment techniques that are need to be in EBA is categorized considering the assessment and evaluation chart which was improved by Nartgün (2009). According to the data in this study, the assessment techniques i) Word Association Test, V-diagram, Portfolio, Peer Assessment, Interview and Demonstration have not taken part. ii) Problem solving, Concept maps, Mind maps, Self-evaluation, Semantic analysis table, Fishbone and Project evaluation techniques have been used limitedly. It is determined that iii) the product focused traditional assessment and evaluation techniques have been applied more than the process focused complementary techniques. To sum up, the mentality of assessment and evaluation in 2018 Science Education Curriculum, has not been reflected enough to 5,6,7, and 8th grades Science Education content in EBA. In consideration of the findings obtained, it has been suggested to implementers and decision makers that alternative assessment and evaluation techniques should be used more in the development of EBA content.