Moreover, the perspective of assessment of students’ learning is also changed in a way that students are measured not only in terms of cognitive outcomes, but also affective and psychomotor outcomes. Therefore, the TMC offers use of various assessment methods such as portfolios, projects, anecdotes, self evaluation reports, multiple choice tests, performance assessments, rubrics, mathematics diaries, observations and attitude scales. In this respect, the assessment techniques offered are used for both formative and summative purposes. Overall, the constructivist way of learning is reflected in every aspect of the TMC (Babadogan & Olkun, 2006).