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The Levels of Practicing Strategies and Tools for Alternative Assessment by Secondary School Mathematics Teachers in The Light of Distance Learning from Their Students Point of View |
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PP: 1699-1706 |
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doi:10.18576/isl/120516
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Author(s) |
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A. M. Almalke,
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Abstract |
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| The study aimed at identifying the degree of practicing mathematics teachers at the secondary stage for alternative assessment strategies and tools in the light of distance learning from the point of view of their students. The study also aimed at exploring the obstacles to the application of these tools from the point of view of teachers. The descriptive survey method was used, and the study instrument consisted of two questionnaires: the first for students, which consisted of (44) items, distributed over 6 dimensions, and the second questionnaire for teachers about the obstacles to using alternative evaluation which consisted of (14) items. The results showed that mathematics teachers use of alternative assessments came to a high degree. The homework and electronic exams strategy ranked first with a very high degree, and the performance-based assessment strategy ranked last with a moderate degree. The study also concluded that there are many obstacles to the use of alternative assessment, most notably the lack of material and moral incentives for the teacher to apply the alternative assessment, a large administrative burden on the teacher, and the time allotted for the mathematics course is not enough to apply the alternative assessment. The study recommended holding training courses for teachers in alternative assessment online and developing a comprehensive guide to educate all participants of the educational process about the importance of alternative assessment and methods of use.
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