9th grade mathematics teachers' opinion on 2005 mathematics curriculum's evaluation dimention

The main aim of this study was to investigate whether any relation there is between 9th grademathematics teachers? qualification on traditional assessment and alternative assessment in2005 school year 9th grade mathematics curriculum. It was also investigated how to effect theteachers? teaching experience, kind of school they work and level of education to traditionaland alternative assessment qualification. Europe district of Istanbul was chosen as thepopulation and the amount is 2668 mathematics teachers who work in formal high schoolsand 93 mathematics teachers were chosen as a sample group with using method ofproportional group sample. The questionnaire ?9th grade mathematics teachers? opinion aboutevaluation dimension of mathematics curriculum in 2005 school year (ÖPDBYÖGA)?included 61 items, which were created by Doc Dr. Seval FER, Mathematics Teacher AlperBULUT and France Teacher Ferda DIKMEN, was used to collect the data.The data obtained were analysed using variance analysis (MANOVA). As a result of thisstudy, it is seen that there is not a significant difference between teachers? qualification ontraditional assessment, but in alternative assessment there is a positive significant differenceAnatolian high schools and General high school teachers? scores obtained in ÖPDBYÖGAaccording to vocational and technical high school teachers?. Notwithstanding there is nodifference between Anatolian high school and general teachers? scores obtained fromÖPDBYÖGA in 0.05 significant level. Similarly, there is no differences mathematicsteachers? scores mean obtained ÖPDBYÖGA according to their level of educations andteaching experiences in 0.05 significant level.Key Words: Measurement and evaluation, alternative assessment, traditional assessment,mathematics curriculum.