Determining Primary School Teachers’ Perspectives of Alternative Assessment and Evaluation

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The main aim of this qualitative case study was to determine primary school teachers’ perspectives of alternative assessment and evaluation. Data of the study were collected during 2011-2012 school year. Participants were selected via criterion sampling method and consisted of nine primary school teachers. Semi-structured interview protocol was used as data collection instrument. Data were examined and analyzed with content analysis procedures. According to results of the study primary teachers do not share a common perception and understanding of alternative assessment and evaluation; they have conflicting conceptual perceptions of alternative assessment and evaluation and hold numerous misconceptions. Findings also suggest that primary teachers perceive that alternative assessment and evaluation practices enhance students’ self-efficacy, enable them to know themselves better and improve their abilities to evaluate their and their peers’ performances objectively.

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primary school teachers , assessment and evaluation , alternative assessment and evaluation

Dicle University Journal Of Ziya Gökalp Faculty Of Education

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Dicle University Journal Of Ziya Gökalp Faculty Of Education