As a result of curriculum development studies conducted by the Ministry of Education, primary mathematics curriculum based on constructivist approach launched to be implemented from the 2005-2006 educational year in the first stage of primary education (1st to 5th grades). In the second stage of primary education, these educational programs were implemented in successive phases starting from the 2006-2007 educational year (beginning from 6th grade). Although it is not explicitly stated, the new mathematics education program has also been prepared according to a constructivist approach (Baki, 2008). This approach provides the student with a central role, and also requires the student to assume an active part in education processes. Both intellectual and physical activities are a necessity in education processes. This new approach, which brings many novelties to the educational process, has also brought a new perspective with regards to the implementation of student assessment and evaluation. Student assessment and evaluation based on performance, and the assessment of the course of the student’s education have become important aspects of this education process. In this respect, the characteristic assessment and evaluation activities of classes have been enriched and supplemented with alternative tools for student assessment and evaluation