Competences of Islamic studies student teachers acquired through implementation of alternative assessment at Kuwait University

Abstract EN

This study explores Islamic studies student teachers' perceptions of the implementation of alternative assessment and evaluation of assignments, and it also aims to identify the competencies students obtain through alternative assessment and the difficulties they confront while working on assignments.

A questionnaire was conducted among 158 Islamic studies student teachers at the college of education, Kuwait University, who enrolled in early field experience courses that utilized alternative assessment to evaluate students learning outcomes.

The questionnaire investigated three dimensions represented in the application of alternative assessment, prominent skills acquired, and difficulties encountered.

Results revealed that students had a higher mean in the implementation of these dimensions 3.70, SD= 1.17, while the degree of obstacles was moderate mean= 3.65, SD= 1.03.

Alternative assessment needs to be implemented widely among higher education institutions, and instructors should be encouraged to introduce students to it.

Educators should tap the potentials of students and promote their skills and competencies through innovative assessment approaches.