Classroom Teachers' Perceptions about the Use of Alternative Assessment and Evaluation Methods in Mathematics Courses

Abstract

This study aimed to purport class teachers' perceptions on alternative assessment processes proposed by new Primary Mathematics Course Curriculum for grades 1 to 5. The study was conducted with the participation of 214 teachers in 2009-2010 academic year. The data were gathered by a five-likert-type questionnaire. The data's reliability (The Cronbach's Alpha) was identified as 0.86 and analyzed through descriptive statistics. The results of the study revealed that teachers' perceptions about assessment processes are in accordance with those proposed by the program. However, teachers' responses towards the statement of 'students should be provided with the opportunity to present their products in the class.' was generally identified as 'sometimes'. Nevertheless, this response does not match with the program and may mean that teachers do not perceive project presentations as an important assessment tool.