özenç, mehmet ministry of national education (meb), turkey , doğan, cihangir marmara üniversitesi - eğitim fakültesi, turkey , çakir, mustafa marmara üniversitesi - eğitim fakültesi, turkey

Determining Primary School Teachers’ Perspectives of Alternative Assessment and Evaluation

13846

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.

588

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

Dicle University Journal Of Ziya Gökalp Faculty Of Education

607