The Degree of Using the Alternative Assessment Strategies by Islamic Education Teachers at the Secondary Schools in Sana’a أ.م. د/ عبد السلام عبده قاسم المخلافي*

Abstract

his study aimed at knowing the degree to which the Islamic Education teachers  use the alternative assessment strategies in the secondary schools in Sana’a. It also aimed at identifying the statistical differences  of the degree of use according to the variables of gender, qualification, school and experience. To achieve the objectives of the study, the researcher prepared a questionnaire that consists of  (52) items divided into six categories. The questionnaire was distributed to a sample of (200) male and female teachers working in public and private secondary schools in Sana’a during the second semester of the academic year 2019/2020. The results of the study showed that the degree of use of alternative assessment strategies by the sample of the study was moderate. Furthermore, the most frequently used strategy was the paper-and-pencil and the least used one was the self-review. The results also showed that there were no statistically significant differences in the mean scores of the sample according to the variables of gender, qualification and experience. However, in the school type, the only difference was in the dimension of assessment strategy which was in favor of the teachers of private schools. On the other hand, the results showed statistical differences in the dimension of paper-and-pencil assessment in favor of the public schools teachers. The study ends with some recommendations such as training teachers how to use the alternative assessment strategies.

Key Words: Alternative assessment, Evaluation strategies, teachers