The study determines how the primary-school teachers’ perceptions about performance tasks are and whether they differ according to the variables of gender, marital status, area type of school that is worked, class number, professional seniority and class level or not. 265 primary-school teachers working at 40 schools serving in Erzincan provincial Centre, Üzümlü, Tercan and İliç districts in 2013-2014 educational year joined to the study. Questionnaire formed by researchers as data collection instrument was used in the study. T-test and one-way variance analysis were used in analysis of data. Statistical analysis in the study were done whereby SPSS 21.0 program. According to the results of the study, primary school teachers’ perceptions about performance tasks are positive; but it has been determined that they have some problems about applying and evaluating the performance tasks. Furthermore, while a significant difference has been found according to primary teachers’ gender and school area that is worked variables, a significant difference hasn’t been found between perceptions according to marital status, class number, professional seniority and class level they work variables.
Measurement-Assessment, Performance, Primary-School Teacher