Secondary content analysis of assessment method in social studies books

The aim of this research carried out; Prepared in 2013 secondary schools in the measurement and evaluation methods within the framework of measurement and evaluation approach in social studies books Ministry publishers and teacher manuals prepared by private publishers (including courses and workbooks) to determine whether the ground nor the measurement and evaluation method level is to determine the current error. Typos investigating unit were examined. In this study, secondary 5th, 6th and 7th grade and Ministry of Education as well as a private publishing house publishing the last edition of the Social Studies program assessment and evaluation methods are considered for review. Data were collected through document review of qualitative research methods. In conclusion prepared by the Ministry of Education and private publishing house publishing 5th, 6th and 7th grade when the measurement and evaluation methods in social studies book looking at the frequency used in areas of learning are being used mainly traditional assessment methods. Also the traditional assessment methods, especially the open-ended questions, short-answer tests and were given weight to the multiple-choice test. True-false questions and matching tests used to have been reached with the other traditional assessment methods compared to the conclusion that less common. In alternative assessment methods concept puzzle, project, portfolio inadequate, concept little to nothing while the network, and fishbone, structured grid, the diagnostic tree and word association test method is observed that no place ever. Measuring form of self evaluation, group evaluation and that the inadequate number of attitude scales, peer review, and the checklist and observation forms were concluded not given any space. When middle school social studies book looking at the description to place given state on assessment methods in the Ministry of Education publishing house is traditional assessment statement to the 5th and 7th grades on methods of place given to the 6th grade addressed in any discussion with these methods. In a special statement on the publisher to traditional assessment methods it reached the conclusion that only included in the 6th grade. Structured grid of alternative assessment methods, diagnostic tree and publishing related word association test in both Ministry of Education should not provide any explanation in private publishing houses. The description of the concept of the puzzle on each publishing house in the early part of this method, although there are questions about the book did not reveal any information. Ministry of Education and private publishers in the checklist of any description not only with group assessment of the peer evaluation, attitude scales and observations about very slight description Despite being the book prepared by the publishers are not included in any activity associated with this form. This book stands out as the shortcomings of the state in this regard. Considering the failure of the Ministry of publishing in general as traditional assessment methods have already concluded that a majority of the number of questions included in the optional tests incorrectly. In the private publishing house of traditional assessment methods multiple choice and true-false tests have also concluded that a majority of the number of questions contained incorrect. In alternative assessment method has been observed that the errors in both publishing houses. Keywords: Social Studies, Measurement and Evaluation, Traditional and Alternative Assessment and Evaluation Methods, Teacher's Guide Book