A study on students? achivements that are measured through multiply choice tests, written exams and performance tasks on sience and technology course and student?s conceptions towards performance tasks

The main objective of this research is to analyse how different testing formats influence students? successes in science and technology class and what are students? views about performance task. I this research relational survey method was used. The research was carried out on 173 students fifth grade in three different primary schools in Kaynaşlı district of Düzce province. In order to measure the performance of the students in science and technology course, multiply choice test, written exam, performance task and a scoring rubric for the performance task were developed. Content of the exams were consist of three units in `Discovering and Learning the World of Living Creatures? chapter. To abtain the students? views on different testing formats, a questionnaire consisting of close ended questions and an half-structured interview form consisting of open ended questions were created. During the process, firstly performance tasks were given to the students and those tasks were scaled by the teachers by scoring keys. After the performance tasks were completed multiply choice test and written exam were applied, respectively. At the end of the process, perceptions of the students were gathered by using the questionnaire and the half-structured interview form. The quantitative data obtained from the research was analysed by using one-way anova and Pearson Moment Correlation coefficient for analysing the qualitative data descriptive analysis and content analysis were applied. After the applications, it was observed that the students? performance in multiply choice test is higher than those of performance tasks and written exam. It was seen a medium-level relation between the three assessment methods, although the relation between multiply choice test and written exam was the highest. There was not a significant difference between performances of the male and female students in any of the assessment methods. It was understood that considering the complementary measurement and assessment methods, students had positive thoughts about the performance tasks.