Bu çalışmanın amacı, 2018-2019 akademik yılında yürürlüğe giren ve uygulanmaya başlanan 2018 Fen Bilimleri Öğretim Programı’ndaki 7. Sınıf “Güneş Sistemi ve Ötesi” ünitesine yönelik çoktan seçmeli geçerli ve güvenilir bir başarı testi geliştirmektir. Testin geliştirilme sürecinde öğrenci kazanımları dikkate alınarak, hazırlanan maddelerin bağlamsal bir yapı üzerine inşa edilmesine ve öğrencilerin problem çözme becerisinin kullanımını gerektirmesine önem verilmiştir. Araştırmacılar tarafından ders kitaplarından faydalanılarak ve öğretim programına bağlı kalınarak ek kazanımlar yazılmış ve belirtke tablosu hazırlanmıştır. Çalışma grubunu Ağrı il merkezindeki devlet okullarında öğrenim gören ve 7. sınıfa devam etmekte olan 392 öğrenci oluşturmaktadır. Verilerin analizinde Test Analiz Programı (TAP) kullanılmış ve madde güçlük indeksi, madde ayırıcılık indeksi ve güvenirlik için Kuder-Richardson 20 değerleri hesaplanmıştır. Yapılan analizler sonucu çoktan seçmeli başarı testindeki 7 madde testin kapsamından çıkarılmıştır. Çıkarılan maddelerin kapsam geçerliğini etkilemediği sonucuna ulaşıldıktan sonra ilgili madde analizleri yeniden gerçekleştirilmiştir. Sonuç olarak ortalama güçlük indeksinin 0,44; ortalama ayırıcılık indeksinin 0,40 ve KR-20 değerinin 0,80 olduğu 36 maddelik geçerli ve güvenilir bir başarı testi geliştirilmiştir. Testten çıkarılan maddelerin üst ve alt grubu ayırt edememe sebepleri tartışılmış ve gerekli önerilerde bulunulmuştur. Geliştirilen bu başarı testi, ilgili araştırmacıların ve öğretmenlerin kullanımına sunulmuştur. 2018 Fen Bilimleri Dersi Öğretim Programına yönelik ve yenilenen ortaöğretime geçiş sınavlarında sorulan sorularla benzer türde olan bu başarı testinin, alanda çalışma yapan herkese katkı sağlayacağına inanılmaktadır.    

There are several methods for the purpose of measuring and evaluating in education and one of these methods is achievement tests which varies as true-false, matching or multiple-choice. To prepare test items for different cognitive domain levels, to make objective scoring and thus to compare different groups, and to save and time in measuring and evaluating crowded classes' level of achievement; all of these makes multiple choice achievement test more advantageous than other measurement methods. A multiple-choice achievement tests whose validity and reliability is ensured has a reusable feature. Creating an achievement test that has reached this stage is an effort that requires care and attention. Achievement tests prepared in accordance with measurement standards are one of the measurement instruments that provide data on students' level of understanding about the content, the level of accession to course's objectives, the quality of actions in instruction and what kind of changes should be made. The level of usefulness of the methods and techniques used in teaching the content can also be evaluated by the data obtained from the achievement tests. Clear, comprehensible and well-established tests provide a sound basis for making objective and important decisions about both students and education programs. One of the most important factors to be considered when preparing test items is to develop ways to minimize the external cognitive load that may occur in the student. Practices such as not using non-specific questions, distractive content and images; paying attention to make all parts related to a question to be on the same page; using visuals if they will facilitate the understanding of the item; writing in bold type or underline the important words in the item root; using clear and short guidelines have been considered in constructing this achievement test.One of the shortages in the related literature is there is not any research about developing an achievement test on solar system and beyond unit that belongs to 7th grade of science curriculum which was revised in 2018. Because of this reason, the aim of this study is to develop a valid and reliable multiple-choice achievement test for the first subject of 7th grades namely Solar System and Beyond in 2018 Science Curriculum which was enacted in 2018-2019 academic year. Having a contextual structure and requiring students to use problem solving skills are the points considered during the item construction process. Because the test items should be appropriate to the objectives of the unit, the related curriculum and textbooks were examined. As it found that more than one objective in the curriculum was expresses in a single objective, those ones were written separately. Also, additional objectives were written by the researchers by using the content in science textbooks without going out of the curriculum. A total of 40 objectives were obtained and an achievement test involves 43 items was developed which was analyzed by domain experts. A table of specifications was prepared in order to see perspicuously which items corresponds to which objectives. The participants in this study are 392 7th grade students attending to public schools in Turkey. The survey method was used in this study because the data was collected to identify some aspects or characteristics of a sample representing the related population, rather than each member of the population. The 43-item achievement test was applied to 392 students who were voluntarily contributed to the study, and in the analysis of data TAP (Test Analysis Program) was used. Item difficulty index and item discrimination index for each item and Kuder-Richardson 20 value for reliability were examined.In the analysis of the data, some formulas and criteria were used which was given below;D: Item discrimination indexp: Item difficulty index Dh: Number of students who answered the item correctly in the highest groupDl: Number of students who answered the item correctly in the lowest groupNh: Number of students in the in the highest groupNl: Number of students in the in the lowest group Table 1. Item Difficulty Index and Interpretation of Values Item Difficulty Index p Means p<0,35 Difficult 0,35<p<0,85 Moderate 0,85<p Easy  Table 2. Item Discrimination Index and Interpretation of Values Item Discrimination Index D Quality Suggestion D < -0,01 Worst Discard 0,00 - 0,20 Poor Discard or review in depth 0,20 -0,29 Mediocre Check/Review 0,30 -0,39 Good Possibilities for improvement 0,39 < D Excellent Retain  As a result of the analysis, 7 items in the multiple-choice achievement test were discarded because of item discrimination indexes were not as desired levels. Those questions are labeled as 11, 12, 13, 14, 26, 34 and 35. Their discrimination indexes were 0,10; 0,15; 0,15; -0,04; -0,02; 0,15 and 0,16; respectively. The initial test’s KR-20 value was 0,78. after discarding the mentioned above items, a valid and reliable multiple-choice achievement test consisting 36 items with 0,44 difficulty index, 0,40 discrimination index and 0,80 KR-20 value was developed ultimately and made available for researchers and science teachers who are interested in astronomy. In addition, which cognitive domain levels corresponds to those seven items that have high difficulty index is also examined. Objectives at mostly "Understanding" and one for each "Analyzing", "Evaluating" and "Creating" levels were seemed to be difficult for participants. Although the number of items in the test that require high level thinking skills is limited, it would not be a mistake to look for reasons in-classroom activities about why high-level thinking seemed difficult to students. In an environment where the teacher and textbook are the primary source and the course is being teach in a manner that will not allow students to make analysis, evaluation and creating new ideas; may lead to an inability to develop high level thinking skills. The objectives that correspond to the items which have medium-quality discrimination index were also examined and two of them are at "Evaluating" level, one is at "Understanding" and the last one is at "Analyzing" level. Although three of these four items require high-level thinking skills, they are not good at distinguishing the highest group from the lowest one. This may mean that the in-class activities may only remain at the basic levels such as remembering, understanding and application in cognitive domain; and no place and time allocated for activities that will promote high-level thinking skills of students. The fact that students in the highest group made mistakes in items about telescopes, constellations and galaxies may require teachers to make more detailed lesson planning for such abstract contents. It is necessary to develop alternative solutions such as developing related tools and materials, demonstrating videos and simulation on the smart board and more importantly producing of such technologies on a local basis. Therefore, a valid and reliable test is developed, and it is believed that this multiple-choice achievement test is going to contribute to everyone working in this field because it is developed for National Science Curriculum which was revised in 2018 and in the manner of renewed questions in transition exam to secondary education.