Alternative assessment practices in science

Abstract

The purpose of this study is to determine whether there is a difference in primary education teachers' and science and technology teachers' frequencies of use of alternative assessment techniques with regard to demographic (gender, branch, professional experience, the graduated school type) variables. The sample of the study consisted of 75 primary education teachers and 40 science and technology teachers most of whom working in Aksaray in 2012-2013 academic year. In this study, a questionnaire developed by researchers was used to collect data. According to the research results, teachers' frequencies of use of alternative assessment techniques showed a significant difference with regard to gender, branch, and professional experience.