Examining the reflections of understanding of assessment and evaluation, which was adopted in new mathematics teaching programme, to the 9th grade mathematics lesson books

The main purpose of my study is examining the understanding of assessment and evaluation that reflects to the 9th grade lesson books which were prepared in the light of new Mathematics teaching programme, throughout this aim each of assessment techniques which were mentioned in the programme were examined according to frequency of usage. After that it was fixed that whether some techniques, which take part in Mathematics teaching programme (Structured Grid, Diagnostic Tree, Concept Map, Word Association Test and Multiple Choice Questions, Open Ended Questions, Short Answer Questions, Matching Type Questions, True-False Questions ), carry the features that they need to have or not. In this research with teacher?s and student?s books used in Mathematics lessons in the 9th grade in 2011-2012 educational year, a private publish house?s teacher?s and student?s book, chosen by random method, were examined up to units and findings were shown in a chart. In the study qualitative searching method was used and document examining which is one of the qualitative data collection methods was applied. To give an answer to the first question of the research ,how many times each of assessment techniques used in each lesson book on the base of units was counted and the results were shown in a chart. In this stage, techniques in the lesson book were developed by Nartgün (2009) and they were classified by taking the chart ,which was categorized according to features they had, into consideration. In the second question of the research traditional assessment techniques (Multiple Choice Questions, Open Ended Questions, Short Answer Questions, Matching Type Questions and True-False Questions) which take part in the new teaching programme and assessment techniques (Structured Grid, Diagnostic Tree, Concept Map, Word Association Test) which have taken part in lesson books recently in accordance with the Constructive Approach were examined one by one according to the features they should have and in this manner it was determined whether they carry the features which these techniques should carry or not. For this, evaluation criterions were developed related to each technique according to the features they should have by applying to the searches done in the literature related to the techniques and view of specialists. Every techniques take part in lesson books were examined and evaluated according to the criterions which were developed. At the result of the first question of the research ,it was obtained as a result that, although a new programme was written in The Constructive Approach assessment and evaluation parts of the course books which belong to both National Ministry of Education and Private Publications couldn?t get rid of traditionality .Whereas traditional assessment techniques were used so much, complimentary assessment techniques were given part in less number. Also it was found out that a part of assessment techniques had never been given place. As a result of the second search question, every assessment and evaluation technique has characteristic technical features. Technical features can be more detailed in some assessment and evaluation techniques (SG, DT, CM, WAT etc.) which are new in the programme but it does not mean that it doesn?t carry the all of necessary technical features .Whereas publications of the National Ministry of Education are in better condition in traditional assessment techniques than complimentary techniques, there is a contrary situation in private publications. Although deficiencies were found out ,it is seen that passing from traditional assessment techniques into complimentary techniques is a bit more. It was seen that assessment techniques used in course books were incomplete and inadequate especially in this subjects; Appropriate Instruction, Clearance of Expression and Scoring. According to these results in the new Mathematics programme, understanding of assessment and evaluation reflected on the course book was evaluated by discussing in the light of adopted understanding which is related to assessment and evaluation and the situations which were stressed on .Throughout these obtained results some suggestions were given to educators. Key Words: Traditional Assessment and Evaluation Techniques, Complementary Assessment and Evaluation Techniques, Lesson Book, Teaching Programme.