The evaluation of primary school classroom teachers? views on supplemental assessment and evaluation techniques provided by the new curriculum

The main purpose of this study to determine primary school class teachers? views on alternative assessment and evaluation techniques provided by the New Primary School Curriculum (NPSC) and reveal their views on using these techniques.Within the scope of this purpose, the questions below are aimed to be answered:1.What are the opinions of primary school class teachers on the reason for using alternative assessment and evaluation techniques?2.Do the opinions of primary school class teachers on the reason for using alternative assessment and evaluation techniques change according to the variables of;a.Genderb.The school from which s/he graduatedc.Working years as a teacherd.Age3. What are the primary school teachers? perception of knowledge levels on alternative assessment and evaluation techniques?4. Do the primary school teachers? perception of knowledge levels on alternative assessment and evaluation techniques change according to the variables of;a. Genderb. Working years as a teacherc. The school from which s/he graduatedd. Age5. What is the frequency of primary school class teachers? using alternative assessment and evaluation techniques?6. Do the frequency of primary school class teachers? using alternative assessment and evaluation techniques change according to the variables of;a.Genderb.The school from which s/he graduatedc.Working years as a teacherd.Agee.The grade s/he teachesf.Attendance to an in-service training or taking assessment and evaluation courseThe class teachers working at MEB (Ministry of Education) primary schools in Ağrı province in 2010-2011 educational year constitute the population of this research. The sample of the research is randomly selected and questionnaire administered 183 class teachers among the universe.The data were analyzed with SPSS statistics software. In data analysis, arithmetic mean, frequency, percentage, t test and variance analysis were used. The findings obtained from data analysis are below:It has been determined that, though primary school class teachers have positive opinions about alternative assessment and evaluation techniques, they generally use traditional assessment and evaluation techniques. Teachers mostly use multiple choices, matching questions, true false filling blanks questions, short answers questions, question-answer, performance evaluation and project techniques. The techniques that teachers use very rarely are constructivist grid and diagnostic tree techniques. Teachers believe that they have adequate knowledge of alternative assessment and evaluation techniques. A significant relationship was not determined between the primary school teachers? perception of knowledge levels and using frequencies of alternative assessment and evaluation techniques, and gender, age, working years as a teacher, the school from which s/he graduated and taking assessment and evaluation course. However, a significant relationship was determined between the grade s/he teaches and their frequency of using alternative assessment and evaluation techniques. Teachers of fifth grade use them more frequently than teachers of first grade. A significant relationship was not determined between the reason why teachers use alternative assessment and evaluation techniques, and their opinions according to the variables.Keywords: New Primary School Curriculum, Supplemental Assessment and Evaluation Techniques, Teachers? Opinions