Investigation of the Reflections of Prospective Science Teachers Preferred Assessment and Evaluation Approaches on Lesson Plans

The aim of the study is to examine the assessment and evaluation approaches preferred by pre-service science teachers through the lesson plans they prepared within the scope of Teaching Practice 1 course. The lesson plans prepared by the pre-service teachers were analysed in terms of the assessment and evaluation techniques they preferred according to the science subject areas and the distribution of the subjects according to the grade levels. The study was conducted with the document analysis method. In the study, lesson plans prepared by 65 prospective science teachers were analysed. The data obtained were analysed by document analysis and Excel program. The results demonstrated that pre-service science in the lesson plans prepared by the teachers, they mostly preferred traditional assessment and evaluation techniques, and among the traditional techniques, they mostly preferred physics subjects and mostly preferred multiple-choice tests and true-false techniques. Among alternative techniques, they mostly preferred biology subjects, and in biology subjects, they mostly preferred the structured grid technique. In the findings related to the distribution of the subjects in which they used assessment and evaluation techniques according to grade levels, it was found that pre-service teachers mostly preferred the subjects at the 5th and 6th grade levels, and in these subjects, they preferred true-false techniques from traditional techniques at both grade levels. Among the alternative techniques, structured grid and diagnostic branched tree techniques at the 5th grade level, concept map at the 6th grade level. 8th grade level subjects are included at a limited level.