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The purpose of this research is to examine assessment and evaluation activities of secondary school 9th and 10th grade physics textbooks in Turkey according to the revised Bloom Taxonomy and PISA science literacy competence levels. In this study document review, a qualitative research method was used. Within the scope of the study, assessment tools of 9th and 10th grade secondary school physics textbooks which are recommended by the Ministry of Education (Turkey) to be used in the 2017-2018 academic year were examined. As a result of the study, assessment and evaluation activities of 9th and 10th grade physics textbooks were found to meet generally 1, 2, 3 and 4 levels of PISA Science literacy competence levels. Moreover, when the same activities were examined according to the revised Bloom Taxonomy, the vast majority of the assessment activities are at the factual and conceptual level of the knowledge accumulation dimension, and at the applying and understanding sub-dimensions of the cognitive process dimension.

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This study intends to elicit grade 8 students' understanding of 'energy' concept and explore the extent to which students can link their theoretical knowledge with the novel situations. The sample consists of totally 171 grade 8 students drawn randomly from nine cohort primary schools in Erzurum. To collect data, researchers developed a concept test comprising of 18 multiple-choice questions. The results revealed that because of the numerous related conceptions with regard to 'energy' concept, students had difficulty in comprehending the 'energy' concept and tended to exploit these related concepts in place of 'energy' concept. Moreover, taking into consideration the students' alternative conceptions drawn out by the current study, a sample conceptual change text is proposed to remedy them. [ABSTRACT FROM AUTHOR]