Reflections of assessment and evaluation understandings on the coursebooks of grade 3th-5th in the light of science education curriculum of 2018

This study aims toinvestigatethe assessment and evaluation understandings reflected on grade 3 th, 4th and 5thscience books prepared in accordance with 2018 Science Curriculum for 3 th -8 th Classes. Qualitative research method is used and document analysis, one of thedata collection tools, is applied. The books based on 2018 science education curriculum and written by a commission determined by the head council of education and discipline are examined by content analysis. Units in the prepared books are extensively studied and the frequency of use of these techniques are classified with Assessment-Evaluation table developed by Nartgün (2009). The following results are reached in line with data collected in the research: i) There are not any examples related to demonstration, word association test, portfolio and V-diy. ii) There are a few examples about performance projects, Venn diagrams, structured communication grids, diagnostic tree techniques, peer assessments, interviews, concept maps, fishbone diagrams and problem solving. iii) It is appointed that traditional assessment and evaluation techniques are used more than alternative ( or complementary) assessment and evaluation techniques. Finally, it is observed that understandings in 2018 science teaching curriculum are not substantially reflected on grade 3-5 science textbooks. Suggestions are made for, in line with the findings obtained, the textbook authors in the context of measurement and evaluation, relevant boards that approve the suitability of the textbooks, science curriculum writers, in-service training for teachers and the supervision of studies conducted within the scope of alternative (or complementary) assessment and evaluation. Key Words: Science Curriulum, Grade 3-5 Science Textbooks, Document analysis, Assessment and Evaluation, alternative techniques