An examination of secondary school mathematics teachers' approaches, perception of proficiency and their frequency of use about alternative assessment tools and methods

The aim of this study is to examine secondary school mathematics teachers' approaches, proficiency perceptions and their frequency of use about alternative assessment tools and methods. The study was conducted using the survey method. The sample of the study consists of 178 secondary school mathematics teachers who worked in Uşak in 2018-2019 years. "Personal Information Questionnaire" and "Measurement and Assessment Questionnaire" developed by Birgin (2010) were used as data collection tools. The data were analyzed using SPSS 17.0 software program. Data were analyzed using descriptive statistics, t-test, one-way ANOVA test and Pearson Correlation test. The results of the study showed that secondary school mathematics teachers consider traditional, objective and performance assessment methods very important, while they consider themselves most proficiency in objective and traditional assessment methods, and they fell themselves least proficiency in performance and alternative assessment methods. Moreover, it was found that secondary school mathematics teachers mostly used traditional and objective assessment methods, occasionally used performance assessment methods and rarely used alternative assessment methods. It was found that secondary school mathematics teachers' perception of proficiency and frequency of usage about alternative assessment methods did not differ significantly in terms of gender, but their perception of importance differ significantly in terms of gender. It was determined that secondary school mathematics teachers' perception of importance, perception of proficiency and frequency of usage about alternative assessment methods differ significantly in terms of professional seniority, in-service training, settlement, and class size variables. In addition, it was found that there was a significant positive correlation between mathematics teachers' frequency of use about measurement and assessment methods and their perception of importance and perception of proficiency.