Evaluation of teacher opinions on alternative assessment and evaluation methods in curriculum of Turkish course for elementary school 6th, 7th and 8th grades

In Elementary Education Turkish Course Curriculum prepared in accordance with developments brought by the age, it is recommended that alternative assessmentevaluation methods be used as well as conventional assessment-evaluation methods. Turkish Course teachers? opinions on alternative assessment-evaluation methods appearing in Elementary School Turkish Course Curriculum (6th, 7th and 8th Grades) are researched in this study. Turkish Course teachers? opinions on functions of alternative assessment-evaluation methods and the frequency of using these methods are being researched within the frame of this general purpose. Also, attempts are being made to examine teachers? opinions on forms of implementing alternative assessment-evaluation methods and-if any-problems encountered while implementing these methods. Questionnaire, as one of quantitative data collection tools, and interview, as one of qualitative data collection tools, were used in this study which is of a descriptive in nature. Thus, ?multi-method? (mixed method) was used and variation (triangulation) as one of data collection tools was applied. Population of the research is constituted of Turkish Course teachers employed at state schools in Trabzon province during 2011-2012 school year. Sample was chosen through simple probability (random) sampling within the population of the study. Necessary permit (Appendix-19) was obtained from the Governorship of Trabzon and Provincial Directorate of National Education through the agency of Karadeniz Technical University, Institute of Educational Sciences as sample of the study was constituted of Turkish Course teachers employed at state schools in Trabzon province during 2011-2012 school year. 123 questionnaires out of the ones conducted on 150 teachers were analyzed. 13 teachers were chosen and interviewed through simple (random) sampling out of 34 teachers who stated during questionnaire application to volunteer for taking part in the interview. Data in the questionnaire were calculated for frequency (f) and percentage (%) distribution by using SPSS 15.00 (Statistical Package for Social Sciences) software package. Content analysis method was used in analyzing the qualitative data obtained at the end of the interviews conducted. It was observed in consequence of the research that the teachers acknowledged the functions of alternative assessment-evaluation methods mentioned in Elementary School Turkish Course Curriculum. However, it was determined that the teachers had doubts about the efficiency of peer assessment method. Furthermore, it was figured out that the teachers did not find self-assessment and peer assessment methods adequate in the matter of carrying out an objective assessment. The alternative assessment-evaluation methods most frequently used by Turkish Course teachers were found to be performance tasks and projects, while the least frequently used alternative assessment-evaluation methods were detected to be attitude scale, peer assessment and self-assessment. It was concluded that the teachers gave feedback to their students more on performance tasks and projects. It was determined that the teachers used graded scoring key while evaluating performance tasks, projects and student product files. It was observed that the Turkish Course teachers during group works gave the same marks to all members of that group. Most frequently encountered problems while applying alternative assessmentevaluation methods were found to be insufficiency of weekly course hours and excessive number of students in classes. Other problems in addition to these are experienced such as insufficient physical facilities of schools and classrooms, complicated scales and having difficulties in classroom management while implementing alternative assessmentevaluation methods. Key Words: Turkish course curriculum, assessment-evaluation, alternative assessmentevaluation methods, teacher opinions.