The educational process consists of many important and complementary elements. These elements include learning outcomes, the teaching-learning process, content, curriculum, methods and techniques, and assessment and evaluation. The complex and rapidly changing conditions of today’s world necessitate that educational systems find effective solutions to these phenomena and shape individuals according to the requirements of the age. One of the dimensions most affected by these processes is perhaps the assessment and evaluation activities. Considering this situation, assessment and evaluation activities are of great importance in shaping the teaching-learning process. Therefore, assessment and evaluation activities allow for the restructuring of the course content. For many years, social studies textbooks have held a significant position in social studies courses. Additionally, social studies educators generally agree that textbooks are crucial in the teaching of social studies. Furthermore, textbooks are seen as important materials because they are based on the curriculum and derive their content from this structure. The aim of this study is to evaluate and reveal the impact of contemporary and traditional assessment and evaluation approaches on the assessment and evaluation sections in social studies textbooks. The research model utilized document analysis, and the data source consisted of social studies textbooks used in the 4th, 5th, 6th, and 7th grades during the 2023-2024 academic year. The obtained data were analyzed using descriptive analysis. The analysis revealed that contemporary assessment and evaluation tools and approaches were more prevalent across all grades in social studies textbooks (4th, 5th, 6th, and 7th grades), with open-ended questions being the most frequently used, and traditional assessment and evaluation tools were generally included at the end of units. Although it is pleasing that contemporary assessment and evaluation approaches dominate the textbooks, it was also found that there is a lack of diversity in the assessment and evaluation tools.

Measurement and Evaluation, Social Studies Teaching, Social Studies Textbooks.