Measurement and Assessment (Ölçme ve Değerlendirme)

Abstract

In 2004, Turkish primary and secondary curricula are renewed and modified radically according to the requirements of the current age and community’s needs. The renewed curricula are based on student-centered approaches such as constructivist learning approach and the multiple intelligence theory. New understandings in learning theories required serious modification and metamorphosis especially about traditional measurement and assessment approaches (Birgin & Baki, 2007). With this new understanding, studentcentered measurement and assessment approach is became more important than ever before. Therefore, assessment of learning process besides learning product and alternative assessment methods such as projects, portfolios, performance tasks and peer/self assessments are emphasized in the new curricula (Ministry of National Education, 2005). But, it is important to understand and apply those new assessment approaches successfully to accomplish valid and reliable assessment of performances, attitudes, values, knowledge and skills which are suggested by the new curricula.
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