The effect of alternative assessment approaches on academic achivement, logical thinking and ability of inquisition of students

In this study, the effect of alternative assessment approaches on the academic achievement, logical thinking and the inquisition of students was searched. The study was conducted with sixty-three students of 6th graders at two different village schools located in a district in the south of Turkey in the education year of 2017-2018. The study was applied as pretest-posttest design and control group method. The groups were divided into three sections as two experimental groups and one control group. For the first experimental group, technology supported alternative evaluation and assessment; for the second experimental group, the paper-and-pencil alternative evaluation and assessment; for the third group that is control group the traditional evaluation and assessment was applied. As data collection tools; "the Academic Success Test", "Logical Thinking Ability Test (LTAT/ MDYT)" and "Perception of Inquiry-based Learning Scale (PIBLS/ SÖBAÖ) were used about the "Electrical Conduction" unit. The SPSS (Statistical Package for Social Science) program evaluated data. On the analyses of the study; Mann Whitney U-Test, Kruskal Wallis H-Test and Wilcoxon signed rank tests are used that are non-parametric statistical techniques. In the results of the study; it is stated that traditional evaluation technique has a positive effect on the interrogation learning skills of the students and it is also stated that the technology supported alternative evaluation technique has a positive effect on the perception of the students about the interrogation learning skills. It is determined that the study doesn't effect on logical thinking.