“…The implementation of the new curriculum showed that the teachers lack knowledge regarding alternative assessment and evaluation tools proposed for mathematics course, they adopt these assessment tools, yet they cannot make a decent use of them; and the students find it difficult to understand the purpose of alternative assessment and evaluation tools (Peker and Gülle, 2011). Previous studies show that these assessment approaches that are re-created in mathematics teaching departments are not adequately employed by pre-service mathematics teachers (Şahin and Soylu, 2019;Toptaş, 2011) and mathematics teachers (Arıbaş and Göktaş, 2014;Bal and Doğanay, 2010;Birgin and Baki, 2012;Cansız Aktaş and Baki, 2013;Duru and Korkmaz, 2010;Gelbal and Kelecioğlu, 2007;Karakuş, 2010;Karakuş and Yeşilpınar, 2013;Önel anothers, 2020;Tuncel and Kazu, 2019) in terms of carrying out alternative assessments. The use of technology in education is more and more in demand and considered a need in assessment terms in addition to teaching and learning dimensions (Işık, Çukurbaşı, Fidan, Debbağ, and Erkan, 2017).…”