Abstract
This study investigated the applicability of alternative assessment methods used in 4th grade mathematics curriculum in Turkey and the United States with the intent of implementing these methods more effectively in elementary schools. The sampling included six elementary schools with twelve teachers in AdA±yaman in Turkey; four elementary schools with twelve teachers in Pittsburgh, PA in the U.S. Qualitative data were gathered through document examination semi-structured observation, and semi-structured interviews; they were analyzed qualitatively. Findings indicated a similarity in the foundational resources used in both mathematics curriculua. The observations revealed that although both groups of teachers professed using the assessment methods, teachers in the U.S. applied the methods in their classrooms, while teachers in Turkey did not. The interviews disclosed factors preventing the application of alternative methods, particularly among Turkish teachers, including time, the availability of other methods, and the enormous pressure to “teach to the test.” Key words: Alternative assessment, mathematics, curriculum, elementary school.
Highlights
Learning theories such as constructivism, multiple intelligences and project-based learning have deeply affected traditional teaching, learning and assessment theories as well as their applications (Fourie and Van Nierkerk, 2001)
„What are teachers‟ opinions about the applicability of alternative assessment methods used in 4th grade mathematics curriculum in Turkey and in the U.S.?‟
The participants of the semi-structured interviews were asked several questions relating to practices of alternative assessment methods currently being used in their classrooms
Summary
Learning theories such as constructivism, multiple intelligences and project-based learning have deeply affected traditional teaching, learning and assessment theories as well as their applications (Fourie and Van Nierkerk, 2001). One of the reasons for evaluation and improvement of teaching, and learning theories is that the meaning and the scope of the definition of learning have shifted (Shepard, 2000). This shift involves a different approach to every stage of the learning and teaching process (Daghan and Akkoyunlu, 2014), including a new approach to assessment (Letina, 2015). The learning is a life-long process, which in turn makes instruction more student directed. This calls for students who have better problem solving, critical thinking, synthesis, analysis, as well as creativity to be successful (Whiteford, 2014). In on n ‟ l y o levaluate has increased; this in turn demands alternative forms of assessment to assess both learning process
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