Özet:

Measuring and rating are important procedures in education, and because they are important, it is just as important to perform them accurately and effectively. Measuring and rating are two distinct concepts, although rating encompasses measuring. To do rating well, one has to measure well, and that means using the best tools for the job (Şişman, 2001). Teachers tend to use ten open-ended questions in ninth-grade examinations in Turkey, even though the Turkish national examinations use a multiple-choice format. Obviously, these teacher-prepared questions should meet certain measurement criteria, and the scale they use for rating should meet acceptable criteria for student achievement. Accordingly, measuring tools should address a range of skills including knowledge, comprehension, application, analysis, synthesis, and evaluation (MEB, 2004). While knowledge is important, analysis, synthesis, and evaluation are necessary components of critical thinking. Thus, instruction as well as measurement and rating must include plenty of practice in analyzing, synthesizing, and evaluating

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