Analyzing 8th Grade Science Written Exams, TextbookUnit Assessment Questions, and 2013-2024 HSEE Questions: Representation Types and Transitions

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This study aims to examine the types of representation and the transitions between these representations in 8thgradescience textbook unit assessment questions, science questions in the High School EntranceExam (HSEE)between 2013-2024 and 8thgradescience written examquestions. The document analysis method was implemented to carryout this study. The 8thgrade science textbook intended to be taught for five years starting from 2018, HSEE science questions between 2013-2024 and 8thgrade science written examquestions were used as data collection tools in the study. The data were subjected to content analysis. In the study, it was determined that the types of representation in allquestion types were generally centred on text and picture. In terms of transitions from onerepresentationtype to another, it was observed that written examquestions and unit evaluation questions were mostly text-to-text, and HSEE science questions were mostly picture-to-text. It was determined that the majority of the questionsanalyzed were in the learning areas of "LivingThings and Life", "Physical Phenomena" and "Matter and its Nature”. These findingspoint to a systematic problem that hinders the development of representationalcompetence in science education. This situation limitsmeasurementvalidity and prevents students' multiple representation skills from being adequatelyassessed. The study makes a concretecontribution to the field by emphasising that assessment tools should be reviewed in terms of pedagogical diversity.