This study aims to examine the use of alternative assessment and evaluation techniques in the BILSEM Turkish activity book prepared for gifted students attending the support education program and individual talent recognition program in Science and Art Centers; to reveal the contribution of the assessment and evaluation tools in the book to the teacher’s follow-up of the learning-teaching process and to help the teacher monitor the student’s development. The data required for the research were obtained by scanning the Turkish Activity Book of Science and Art Centers, which was prepared by the Ministry of National Education and taught as an auxiliary course material in the 2023-2024 academic year. Document analysis, one of the qualitative research designs, was used in the study. The data obtained were analyzed by descriptive analysis method. It was determined that the textbook included alternative assessment and evaluation techniques such as peer assessment, rating scale, group assessment, self-assessment, observation, rubric, mind map, word association test, meaning analysis table, project work, puzzle, drama/ role play, debate, oral presentation and drawing activity, but not alternative assessment and evaluation techniques such as structured grid, concept map, diagnostic branched tree, attitude scales, news creation, performance homework etc. In addition, it was determined that very few techniques such as word association test, meaning analysis table, project work, debate and oral expression techniques were used to improve listening, speaking, reading and writing skills and it was suggested that the number of these techniques should be increased.

BILSEM Turkish Activity Book, measurement and evaluation, alternative measurement and evaluation techniques.