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  • Using Alternative Assessment Strategies in Assessing Student's Learning in Mathematics and Arabic in Jordan

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    Zaid Al Hrishat
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    The study investigated the degree to which mathematics and Arabic teachers in Jordan use alternative assessment strategies and tools to assess student learning. A questionnaire was distributed to 86 teachers and interviews were conducted with 20 teachers. The results found that pencil-and-paper strategies were highly used, while performance-based, observation, and communication strategies saw intermediate use. Reflection strategies and alternative assessment tools saw low use. There were no significant differences found based on subject specialization, but there were differences based on years of experience and training courses. Recommendations were provided based on the study results.

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    The study investigated the degree to which mathematics and Arabic teachers in Jordan use alternative assessment strategies and tools to assess student learning. A questionnaire was distributed to 86 teachers and interviews were conducted with 20 teachers. The results found that pencil-and-paper strategies were highly used, while performance-based, observation, and communication strategies saw intermediate use. Reflection strategies and alternative assessment tools saw low use. There were no significant differences found based on subject specialization, but there were differences based on years of experience and training courses. Recommendations were provided based on the study results.

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    © All Rights Reserved
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    6 views1 page

    Using Alternative Assessment Strategies in Assessing Student's Learning in Mathematics and Arabic in Jordan

    Uploaded by

    Zaid Al Hrishat
    The study investigated the degree to which mathematics and Arabic teachers in Jordan use alternative assessment strategies and tools to assess student learning. A questionnaire was distributed to 86 teachers and interviews were conducted with 20 teachers. The results found that pencil-and-paper strategies were highly used, while performance-based, observation, and communication strategies saw intermediate use. Reflection strategies and alternative assessment tools saw low use. There were no significant differences found based on subject specialization, but there were differences based on years of experience and training courses. Recommendations were provided based on the study results.

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    Using Alternative Assessment Strategies in Assessing Student’s Learning in Mathematics

    and Arabic in Jordan

    Dr. Akram Adel Al-Basheer Dr. Areej Isam Barham


    Dept. of Curricula & Instruction Dept. of Curricula & Instruction
    Hashemite University Hashemite University

    Abstract

    The study aimed at investigating the degree of Mathematics and Arabic teachers’ using of the alterna-
    tive assessment strategies and its tools in Jordan. To achieve the objectives of the study; a questionnaire
    was built and it was distributed over (86) teachers, and semi- structured interviews were conducted with
    (20) teachers from the two specializations. Results of the study revealed that the degree of teachers’ using
    for the pencil and paper strategy was high, while it was intermediate for the use of performance –based
    assessment strategy, the observation strategy, and the communication strategy, and it was low for the
    reflection assessment strategy and in the use of the alternative assessment tools. Results also revealed that
    there were no statistically significant differences in the degree of teachers’ using for the alternative assess-
    ment strategies related to the effect of teachers’ specialization. Whereas, there was statistically significant
    differences related to the effect of number of years of experience and to the effect of the training courses.
    Recommendations were offered in the light of the study.

    Key words: alternative assessment strategies and its tools, assessment of mathematics learning, and assessment of
    Arabic learning.

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