Primary school class teachers views regarding portfolio (the products file) technique

The key objective of this study is to determine the opinions of first-level primary school teachers about the portfolio technique, which is projected in the curriculum and which holds a significant place among the complementary measurement and assessment techniques, in elementary schools where the new elementary teaching curricula are in place, and examine the problems encountered during the application process.Study samples consist of first-level primary school teachers working in governmental elementary schools of the Ministry of National Education in Ankara during the 2009-2010 educational year. A total of 10 elementary schools were selected from Altındağ, Çankaya, Gölbaşı, Mamak and Yenimahalle districts using the set sampling method and the 143 first-level primary school teachers working in these schools formed the study sample.The descriptive scanning model was used in the study. The measurement tool developed by the researcher was used in order to determine the opinions of the primary school teachers? about the portfolio technique. As a result of the factor analysis performed to determine the validity of the measurement tool, it was found that the material group was collected in a single dimension. Also, the Cronbach Alpha coefficient of reliability was found to be 0,98.Data obtained from the study were analyzed using the SPSS software. Frequency, percentage, arithmetic mean and standard deviation values were calculated in analyzing the data. And the independent sample t-test and single-factor variance analysis (ANOVA) was applied to determine whether or not there was any difference in the opinions of primary school teachers about the portfolio technique.According to the findings obtained as a result of this study, it was found that the portfolio technique made many positive contributions (taking responsibilities, original thinking, willingness for the courses, development of presentation skills and creativities etc.) to the students, that it gave more detailed information about the student compared with conventional measurement and assessment techniques, and that it was an effective in-class assessment method. Besides, no meaningful differences were encountered with regards to gender, education, seniority in the job, number of classroom attendants and in-service training variables in the opinions of primary class teachers about the portfolio assessment technique.The most important problems encountered by teachers about the portfolio technique are overcrowded classes, lack of time, parental contribution to the studies in file, and improper classroom conditions. It was also revealed that equipped with poor information about measurement and assessment, the teachers found it difficult to handle the portfolio assessment and had difficulties in maintaining the validity and reliability of portfolios.Keywords: Portfolio-Based Assessment, Measurement and Assessment, Alternative Assessment, Teacher Opinions, Validity and Reliability