TEACHER OPINIONS ON FUNCTIONS AND FREQUENCY OF USING OF ALTERNATIVE ASSESSMENT AND EVALUATION METHODS*

Abstract

Teacher opinions on functions and frequency of using of alternative assessment and evaluation methods appearing in elementary school Turkish course curriculum (6th, 7th and 8th grades) are researched in this study. Thus, multi-method (mixed method) was used and variation (trian- gulation) as one of data collection tools was applied. Sample was chosen through simple probability (random) sampling within Turkish Course teachers employed at state schools in Trabzon province during 2011-2012 school year. 123 questionnaires were applied and. 13 teachers were interviewed. Data in the questionnaire were analyzed by using SPSS 15.00. Content analysis method was used in analyzing the qualitative data. It was observed in consequence of the research that the teachers acknowledged the functions of alternative assessment-evaluation methods mentioned in Elementary School Turkish Course Curriculum. However, it was determined that the teachers had doubts about the efficiency of peer assessment method. Furthermore, it was figured out that the teachers did not find self- assessment and peer assessment methods adequate in the matter of carrying out an objective assessment. The alternative assessment-evaluation methods most frequently used by Turkish Course teachers were found to be performance tasks and projects, while the least frequently used alternative assessment-evaluation methods were detected to be attitude scale, peer assessment and self-assessment.