The aim of this study was to investigate students' and teachers' point of views about preparing measurement tools used in mathematics classes, the level of learning that these tools are intended to measure, how often they are used and how they are scored in terms of assessing 5th grade primary school mathematic courses. The population of the study for the quantitative data was 226 primary school fifth-year classroom teachers and 881 students in the central school districts of Adana. Furthermore, in order to obtain qualitative data 25 teachers and 45 students were selected by using criterion sampling. As data collection tools, the Measurement and Evaluation Questionnaire (MEQ) developed by the researchers, semi-structured interview forms, and examination materials were used. Descriptive statistics and content analysis were performed on the data. Also, document analysis was done. As for the results, it was seen that teachers very frequently considered their students' levels and their acquisition when preparing traditional and alternative measurement tools. However, they ignored the analysis-synthesis level. In this context, it can be proposed that while preparing traditional and alternative assessment tools it should be paid attention to measure higher order thinking skills of students and to use more alternative assessment tools.