Science teachers’ employment of alternative assessments for gauging students’ learning

Abstract EN

The study aimed at gauging science teachers’ usability of alternative assessments in light of four demographic variables: teacher specialization, school level, experience, and scientific qualification.

The population consisted of all science teachers (physics, chemistry, and biology) in Bani Kenanah Province, Jordan, and the sample comprised 163 teachers.

The researchers developed a questionnaire and verified its validity and reliability for collecting data.

Some statistical analyses such as Mean, standard deviations and ANOVA tests were conducted to analyze the questionnaire.

The results indicated that the degree of using alternative assessments by science teachers for evaluating students’ learning is medium in general but with varying degrees from one item to another.

The results also revealed that significant differences existed at the level of (α = 0.05) for the variables of teacher specialization and experience.

However, the results did not show significant statistical differences at the level (α = 0.05) of the use of alternative statements for both school level and teacher qualification.

The study included several recommendations; the most important of which is the necessity of dispensing prompt instruction on alternative assessments to train teachers adequately and to supplement them with lucid guides to boost their competences and skills in utilizing these innovative models.