Özet:

Problem Statement: The change started with the new primary education curriculum implemented gradually in the 2005-2006 academic year in Turkey has also progressed gradually until the 2013-2014 year. Several innovations have been brought to the educational approach by new the instructional program. One of these innovations is the change in the assessment approaches and practices. In the instructional program based on the Constructivist approach, "process / formative assessment" should be preferred rather than "product / summative assessment". Purpose of the Study: Alternative assessment has been a research subject thought to be important to determine the secondary school branch teachers’ views on alternative assessment after performance and Project tasks became mandatory in the 2013-2014 educational year in Turkey. Based on this understanding it was aimed in this study to determine the Physics, Chemistry and Biology branch teachers’ views in secondary schools on the challenges that they faced while implementing the alternative assessment techniques. Method: In this study, an interview form was used as the data collection tool Participant teachers were chosen randomly among the 37 Biology, 28 Physics, 30 Chemistry teachers working in the central district of Ordu Province. In this study, an interview form was used as the data collection tool. ‘Teachers’ views form’ was given to determine the Physics, Chemistry Biology branch teachers’ views in secondary schools on the challenges that they faced while implementing the alternative assessment techniques. To analyze the results of the interviews a descriptive research design was used. Findings and Discussions: According to the results gathered from the survey data, Physics, Chemistry, Biology secondary school branch teachers’ views on the frequency of occurrence of the alternative assessment tools, the challenges such as students, teachers, curriculum and other reasons that they faced while preparing and implementing the alternative assessment and evaluation tools, and the contribution of alternative assessment tools to the educational process were discussed in light of related literature. Conclusions and Recommendations: According to the findings from this study, secondary education Physics, Chemistry and Biology teachers are aware of the benefits of alternative measurement techniques. However, they reported difficulties in alternative measurement techniques, preparation, and implementation and evaluation stages. To minimize these difficulties, the following recommendations are as follows:  Pre-service and in-service training on alternative measurement techniques for secondary education teachers should be provided.  Before applying alternative measurement techniques, teachers should provide students with explanations about alternative measurement techniques, taking the time and motivating their students in this regard.  In Turkey, regulations should be made by the Ministry of National Education system in order to eliminate the contradiction between the university entrance exam and the process evaluation approach (alternative measurement techniques).

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