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Abstract
The study was conducted in Beytepe Primary School located in the city of Ankara between 2005 and 2006 teaching years. A total of 66 8th level students were enrolled. 35 of these constituted the study group and the rest 31 constituted the control group. Among alternative assessment attitudes, portfolio (individual improvement file) assesment method was used in the study group whereas in the control group traditional paper-pencil tests assessment method was used. In order to collect data “genetic” unity associated success test which was developed by the investigator and “examination anxiety inventory” which was developed by Spielberger and adapted to Turkish by Albayrak and Öner were used. Obtained data were tested by using two way ANOVA, independent samples t test and Pearson’s correlation test. A statistically significant difference was found between the success levels, the levels of permanence of learning of the students in the study group and the students in the control group in favor of the study group. An inverse significant association exists between the success levels and the examination anxiety levels and again between the level of permanence of learning and the examination anxiety levels of the students in the study group where alternative assessment attitudes were used.
