EXAMINATION OF ASSESSMENT AND EVALUATION ACTIVITIES OF SECONDARY SCHOOL 9TH AND 10TH GRADE PHYSICS TEXTBOOKS IN TERMS OF REVISED BLOOM TAXONOMY AND SCIENCE LITERACY COMPETENCE LEVELS: THE SAMPLE OF TURKEY

Osman Türk, Yasin Ünsal, Mustafa Karadağ

Abstract


The purpose of this research is to examine assessment and evaluation activities of secondary school 9th and 10th grade physics textbooks in Turkey according to the revised Bloom Taxonomy and PISA science literacy competence levels. In this study document review, a qualitative research method was used. Within the scope of the study, assessment tools of 9th and 10th grade secondary school physics textbooks which are recommended by the Ministry of Education (Turkey) to be used in the 2017-2018 academic year were examined. As a result of the study, assessment and evaluation activities of 9th and 10th grade physics textbooks were found to meet generally 1, 2, 3 and 4 levels of PISA Science literacy competence levels. Moreover, when the same activities were examined according to the revised Bloom Taxonomy, the vast majority of the assessment activities are at the factual and conceptual level of the knowledge accumulation dimension, and at the applying and understanding sub-dimensions of the cognitive process dimension.

 

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physics education, assessment and evaluation

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