One of the most important fundamental components ensuring the continuity of the education process, measurement and evaluation practices have shown remarkable developments thanks to alternative approaches beyond traditional methods, in line with new perspectives that have emerged to keep pace with the changing times. While traditional measurement and evaluation approaches primarily utilize multiple-choice and short-answer tests, as well as written and oral exams, to determine students' achievement levels and score their performance, the Turkish Century Education Model has adopted a measurement and evaluation approach that supports students' learning processes and provides regular feedback. In this perspective, the applied evaluation methods aim to have a feedback-oriented structure and to obtain information about students' knowledge levels, learning deficiencies, and misconceptions by utilizing evaluation tools. It is believed that alternative measurement and evaluation approaches will make a significant contribution to achieving these goals.

One of the important outcomes of the national reform efforts in the field of mathematics is the view that there needs to be a change in the methods of student evaluation (Baki and Birgin, 2002). In mathematics education, which aims to cultivate individuals who can think differently and develop problem-solving skills rather than merely applying knowledge at a basic level (Baştürk and Dönmez, 2011), it is important to include alternative measurement and evaluation methods in the teaching process and to understand the characteristics of the approaches used, instead of insisting on traditional methods, in order to conduct an effective measurement and evaluation process. Therefore, examining the measurement and evaluation approaches used in mathematics education will contribute to more effective planning of teaching processes.