Özet:

The aim of this research is to specify use case with several variables of classroom teachers using alternative assessment tools.The population of the research, which was shaped by quantitative research method, comprised of 5230 classroom teachers working in the city center of Diyarbakır in the 2016-2017 academic year. The 1158 classroom teachers selected to represent the research group were identified by graded sampling and simple random sampling methods.Research data has been gathered by using a 'Scale for classroom teachers using alternative assesment tools.In analysis of data for situation assessment, descriptive statistics and independent samples t-test, one way analysis of variance which are parametric test were used. The results of the study show that classroom teachers having teaching experience up to 5 years, having seminar training for alternative assessment and evaluation tools, teaching in independent classrooms, working in towns and city centers, having a classroom population of 21-40 students are more willing to use of alternative assessment and evaluation tools. On the other hand, male teachers groups holding postgraduate degree, graduated from faculties other than education faculty, and having a classroom population of 21 or more avoid more from using alternative assessment and evaluation tools.

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