The effect of complementary measurement and assessment approach on the attitude and success in primary science and technology course

The purpose of this research, is to examine the effect of complementary measurement and assessment approach which are supporting traditional measurement and assessment approaches, on the attitude and success of primary school 7th grade students in science and technology lesson, Light Unit.This study was conducted for five weeks in two classes at 7th grade level, in a private primary school (permission for application was granted) in Antalya which is dependent to ministry of education, in the 2nd half of the 2010-2011 academic year.The experimental study was made on ready groups. Two classes out of three were assigned by drawing. The study group of the research consists of 34 students from 7b and 7c classes. [One of them is experiment (n=17) and the other is control group (n=17)]In the research, experimental pattern with pre test-post test control group was used. Complementary measurement and assessment approaches were applied to experiment group (supporting traditional measurement and assessment approaches) and only traditional measurement and assessment approaches were applied to control group by the researcher.Science lesson attitude and academic success test inventories were applied to experiment and control groups as pre test before application. Traditional measurement and assessment approaches were used in both groups during the study of ?Light? unit. In experiment group, complementary measurement and assessment approaches were also used in order to support traditional measurement and assessment approaches. When the learning process was completed, science lesson attitude and academic success test inventories were applied again to both groups as post test. The analysis of the data obtained from the study was made by using one way analaysis of covariance (one-way ANCOVA).As a result, related with science lesson, no significant difference could be observed between the attitude of students in experiment group where both traditional and complementary (supporting traditional approaches) measurement and assessment approaches were used and in control group where only traditional measurement and assessment approaches were used.