Alternative assessment in social science: the evaluation of alternative assessment practices in 5 th grade social sicience lessons

The purpose at this study is, to determine which technigue of alternative assessment and evaluation practices in 5 th grade social science lesson are used and how are these technigues applied, what usends of problems are there in applying these technigues, the activities student epplied tıo overcome these problems, the deficiency of students? learninig and to the opinions of teachers and students to remove these deficiency.The sample is formed 206 5 th grade class teachers and 547 5 th grade students, total 753 persons. In the light of the study oim, the field work to obtain data includes, teachers? and students? questtiomeires and inteerviews. The data obteined from study can be summarized as follows:Most of teachers teaching 5 th grade did not ottend any education related to alternative assessment and evaluatıon approuches. Treined teachers describes their training a insufficients and trained or untroired teachers demonstrated they informed themselves that by the help of explanations in their guide book discussing with their collenagues, the varions resources about alternative assessment and evaluation practices, by examining the internet data or by trying and experiencing.It is revealed that in social science lesson alternative assessment and evaluation activities has on positive effect on students? improvement, students? behaviors and their sucess.It is seen that teachers use in social science lectue alternative assessment and evaluation procedure with traditional assessment procedures, and also it is seen that teachers mostly tended to choice traditional assessment procedure.During the implementation of alternative assessment and evaluation activities both teachers and students meet many difficulties. These can be listed as folow: inodeguate time, the inappropriatenes of environment and school possibilities for those procedures, and the problems related to purepore a backgrand such as the lack of family?s knowledge and interest.It is recopnized that while implementing alternative assessment and evaluation procedures, teachers toke some precemscations to overcome the problems in implementing these procedures.Also it is inoticed that teachers applied various practices to overcome the lock of students? learning as a result of alternative assessment and evaluation activities.It is reveoled thet teachers used assessment scole placed in their guide book, and most of teachers who use this scole sometimes prepare this scole on their our or use use the ready pattern.It is seen that teachers in social a science lesson, teachers explein the criterion for students? work and the sgrades that student got from these works.It is appear that students have diffıculty in doing homeworks given by social science teachers, and some of students have no difficulty and take help from their parents.Although most of teachers pecerve themselves sufficient in alternative assessment and evaluations activities, in the light of data from researches and review of literature, it is clear that our teachers are not very sufficients in respect of alternative assessment and evaluation procedures.It is concluded that, to selve the aim of social science lesson the desired assessment, teachers have the same opinion about the assessment should depend on written exam, Project, performance homework, and performance of students in the classroom.Keywords: The Constructivist Approach in Assessment and Evaluation, Alternative Assessment and Evaluation, Authentic Asessment, Performance Assessment.