The aim of this study is to determine teachers’ attitudes towards the measurement tools that were presented in the curriculum by developing a valid and reliable attitude scale. Survey method was used in this research. The draft scale which consisted of 40 items was administered 108 mathematics teachers. As a result of item and factor analysis, this scale grouped into three sub factors, accounted 61,05 % of total variance with 20 items and Cronbach Alpha, total internal reliability coefficient of the final scale was calculated as 0,859.This valid and reliable final scale was answered by teachers who worked at high schools in Trabzon. Descriptive statistics were used to analyze the data. At the end of the study it was understood that teachers’ attitudes towards the sub factor called “usefulness” were more positive than the sub factors called “applicability” and “efficiency”.