The aim of this study is to reveal the studies carried out in the area of the assessment and investigate the effects of paradigm shifts resulting from these studies on chemistry curricula and 9th grade Chemistry formerly called High School-1 Chemistry textbooks from 1923 to 2013. The data were obtained through a document review which is one of the qualitative research methods. Ten textbooks which represent thirteen different chemistry curricula prepared in 1930, 1934, 1938, 1952, 1956, 1960,

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... 0, 1971, 1985, 1992, 1996, 2007 and 2013 were examined to collect the data. In addition, information about Chemistry curriculum is provided from libraries and the internet by literature review. This study shows us that there are political, economic and philosophical reasons for studies which done in the field of assessment and also shows that these main reasons lead to paradigm shifts in assessment methods. These paradigm shifts have affected both the narrative forms of the textbooks and the question types and contents in the chemistry textbooks.