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Measurement and Assessment for Science Education in the Turkish Educational Context: Problems and Reflections
Asia-Pacific Forum on Science Learning and Teaching, Volume 5, Issue 3, Article 1 (Dec., 2004)
Mehmet KÜÇÜK & Salih ÇEPNİ
Measurement and assessment for science education in the Turkish educational context: Problems and reflections
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Measurement and assessment for science education in the Turkish educational context: Problems and reflections


Mehmet KÜÇÜK1 & Salih ÇEPNİ2

1Karadeniz Technical University, Artvin Faculty of Education, Turkey
2Karadeniz Technical University, Fatih Faculty of Education, Turkey

Email: mehmetkucuk@tused.org

Received 23 July, 2004
Revised 30 November, 2004


Contents


Abstract

Research on teaching and learning supports the movement toward new assessment approaches. Educational assessment has an important effect on learners' growth, achievement and self-esteem. International literature includes a series of conceptual models that introduce the means and importance of student assessment from different perspectives. In this article, first we examined these new trends and focused on some new assessment methods in science education and then looked at the Turkish context based on the discussed criteria for science assessment. Then we analyzed some thoughts about the future of science assessment.

Key Words: Measurement and Assessment, Science Education, New Trends, Turkish Context.


Copyright (C) 2004 HKIEd APFSLT. Volume 5, Issue 3, Article 1 (Dec., 2004). All Rights Reserved.