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The purpose of this study was to explore alignment between reform-based Turkish primary science curriculum and alternative assessment practices of a classroom teacher. Observational case study approach was utilized. A classroom teacher with 32 years of experience and his 31 students participated in the study. The data were collected during one academic year via classroom observations, teacher interviews, instructional materials and a science teaching belief instrument. Analysis of the datadoi:10.12973/eurasia.2015.1330a fatcat:lizvopipbjaqrbicvzsszdt55a