In order for the student to have a high level of

behavior; cognitiv, affective and dynamic features

should be used together. In the international scale

exams, higher level reading and comprehension

skills are required to answer the questions of

students and open-ended questions and objective

scoring. The aim of the study is to investigate the

consistency of scoring of the answers to the openended

theme text questions in the 5, 6,7 and 8th

grade Turkish textbooks.The research is in the a

relational survey model. The research was carried

out on the common themes of Turkish National

Curriculum, National Struggle and Atatürk in the

curriculum of 5, 6, 7 and 8 Turkish lessons. The

scores of the five raters to the answers constitute

the data. The consistency of the scores given by five

raters to the answers of open-ended questions was

calculated.When the credibility of the co-authored

texts was examined, it was found that there was a

moderately positive relationship with the level of

significance (p<.05). Cronbach’s Alpha Coefficient

was found .53. In-class correlation coefficient also

yielded the same result. Turkish, 5, 6, 7. and 8th

grade common theme text open-ended questions

were evaluated with predetermined rubrics. A

significant correlation was found between (r=.78,p

<.05) and all the class correlation analysis criteria.

It was observed that rubric use provided higher

consistency in scoring than rubric non-use.