The wiews of social-studies teachers on the cancellation of performance-assignments, that is, portfolios in elementary schools

The aim of this descriptive study which was made based on THE screening-model is to investigate the views of social-studies teachers on canceling the performance-assignments in elementary-schools. In the study was preferably adopted the qualitative approach. The sample-group was formed by social-studies teachers employed at secondary schools in the province of Giresun and in the district of Bulancak, a neighboring town. The sample-group was given an open ended survey -form prepared by the researcher himself and the data obtained were subjected to the descriptive analyses. The results obtained indicated that teachers agreed on the idea that performance assignments should be removed from the program at elementary-schools. There exist a number of outstanding parameters for this removal. Performance assignments charge extra burden on students who are already create occupied with a full-time program, take too much time, create evaluation-problems for teachers, bother parents rather than students and do not fully reveal students' research-skills because they direct students to the materials in hand. The results obtained from the study showed that providing the possibility for students to do their performance-assignments the supervision of teachers in class under with a good teacher-student interaction and hence preparing the classroom with the provision of the materials required for this purpose, increasing the hours of course and activities, making performance-assignments acceptable by students and making performance-assignments optional for students in parallel with their level of knowledge, interest and skills would make positive contributions to the effective use of performance-assignments.