The study was conducted on 66 8th grade students in the one primary school located in the city of Ankara. Thirty-fiveof these students constituted the study group and the rest 31 constituted the control group. Among alternative assessment methods, portfolio (individual improvement file) assesment method was used in the study group whereas in the control group traditional paper-pencil tests assessment method was used. In order to collect data, a unit on genetics was used in association with a success test which was developed by the investigator and "examination anxiety inventory" which was developed by Spielberger and adapted to Turkish by Albayrak and Oner were used. No statistically significant difference was found with respect to exam anxiety levels of students in the students of the study group where alternative assessment attitudes were used and the students of the control group where traditional paper and pencil tests were used. On the other hand, a statistically significant difference was found between the levels of retention of learning of the students in the study group and the students in the control group in favor of the study group. An inverse significant association exists between the exam anxiety levels and again between the level of retention of learning and the exam anxiety levels of the students in the study group where alternative assessment attitudes were used.