Özet:

The research has found that the formalizing evaluation practices performed by alternative (performance-based) measurement and evaluation techniques have an impact on the perceptions of students towards the upper-conscious class environment. Students in the experimental control and plasebo group have not observed significant differences between the average of the previous test points in the classroom environment, the emotional support, shared control, student-student interaction, student voice and higher cognitive requests factors, while the average of the last test points in the experimental group has not observed significant differences. On the other hand, the differences between the score average of the control and plasebo groups have not been statistically significant. The research is based on the semi-experient method and the study is carried out according to the semi-experient design; experiment, plasebo and control group pre-test-final test. The study group consisted of 37 [Deney (n=12), Plasebo (n=12) and Control (n=13)] 7th class students. In the study, the data was collected with the top-oriented class environment scale-Fen. In the analysis of the quantitative data obtained in the study, "Cruscal Wallis Test" and "Mann Whitney U Test" were used. The purpose of this research is to study the impact of formalizing evaluation practices conducted by alternative (performance-based) measurement and evaluation techniques on the perceptions of students towards the top-informational class environment in the course of science.

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