Abstract
In this study was to determine how measurement and evaluation placed in the high school curriculum that were designed from the time when the republic was established onwards in Turkey. In this study was conducted with document analysis approach. According to the findings of the study, from 1924 to 1980s, there has not been the approach to the measurement and evaluation of the curriculums. In some of the curriculums have been given limited information about written exams. In the same years as the measurement and assessment tools have been written and oral exams, but there are not sample. After 1991, curriculums have different type questions such as multiple-choice, true / false, essay and so on. But they are not included systematically. Since 2005 curriculums have a measurement and evaluation approach, various measurement tools and examples of questions at different levels.
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