Abstract:

Today, the advancement of science with a great momentum and the need that arises from rapid technological developments, requires a view of science education and changes in educational programs. With the renewed science and technology teaching program, scientific process skills, science-technology-community relationship and importance have been highlighted. The new program, structured and questioning approach, has been organized from the beginning; learning fields, achievements, unit and subject content, measurement-evaluation methods have been tried to be created according to structurality. In this case, the measurement and evaluation of the important components of education, as well as the traditional result-oriented methods as well as the process-based evaluation approaches have been included in the program. These are known as complementary measurement methods. This article is a compilation study that emphasizes the importance of performance-based assessment and rubric (degree score key) use, which is from complementary measurement assessment practices in science and technology education created according to the structure learning theory. The importance of determining performance objectives and recommendations for the creation of performance subjects to be able to perform performance-based assessment. In this context, the rubrics that can be organized for the purpose of score and evaluation of performance are generally explained with examples, recommended to the educators. At the same time, it focuses on the positive and limited aspects of performance assessment.

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