The effect of the alternative assessment techniques to first grade of high school students? conceptual success on the subject of the chemical changes

This research?s aim is to determine the difference of the student?s success and attitude when the alternative assessment techniques are used in the unit of chemical changes.The application has been made in the term of 2009 ? 2010 with 176 first grades of high school students. Experiment and control groups were determined randomly. As research design, pre-post-test control group design was used. The data gained from the research was evaluated with the techniques of t test, covariance analysis and content analysis. The level of significance was taken as 0.05. During the application, the lessons were administered appropriate to constructivist techniques in both experiment and control groups. Only in the evaluation part of 5E, question techniques were applicated differently.According to the research?s data, it was seen that there are no significant difference between the experimental and control group success test scores when their pre test scores are controlled. No significant difference between students? pre attitude scale scores was found; on the other hand it was found that there is a statistically significant difference between students? post scores in favor of the experimental group.The data obtained from the content analysis of experimental group students? answers to the forms evaluating the process indicates that the applicated techniques have positive effect on students? perceptions of alternative assessment process.Keywords: Alternative Assessment Techniques, Structural Communication Grid, Tree Diagram, Concept Map, Chemical Change.