摘要：P rimary school teachers ' co mpetencies and self - efficacy beliefs of alternative assessment techniques were investigated and conditions in which they utilize such techniques in the classroom w ere explored within the framework of performance indicators set by the M inistry of National Education (M EB ) . Nine participants from three different schools in .stanbul participated i n this qualitative case study . Purposeful sampling method was used in determining the participants. Data was collected through semi - structured interviews with participants and throug h classroom observations. Findings suggest ed that primary school teachers employed performance evaluation, portfolio, project and self - assessment techniques in their teaching practices. Among performance indicators providing feedback was significantly obvi ous than others. Twenty four ( 24 ) performance indicators of competence , identified and described by Ministry of Education , and analysis of classroom obsevations showed that participants' avarege score of performance competence was 13.4. In conclusion, prim ary school teachers need support not only in understanding of alternative assessment and evaluation, but also in how to incorporate these prac tices into their teaching
关键词：Primary school teachers; alternative assessment and evaluation; teachers ; adequacy
