Abstract

The aim of this study is to reveal students’ and teachers’ perception level of alternative measurement and evaluation approaches in the mathematics course and to find out how applicable it is. The model of the study was supported by both qualitative and quantitative methods. 226 teachers and 881 students from the administrative districts of Adana participated in the study. As data collection tools, “Alternative Measurement and Evaluation Questionnaire (AMEQ) developed by the researchers, themselves, and semistructured interview forms were used. As a result of the factor analysis on the AMEQ teachers’ forms, the subscales “Learning through Research” and “Measuring the Learner Characteristics” emerged; whereas, in the students’ forms, the sub-scales emerged were “Learning through Research”, “Liking”, “Skill Development”. In conclusion, both teachers and students agreed on the aims of alternative measurement and evaluation and these were achieved at the application level.

Key words: Mathematics education, alternative assessment, elementary school