Teachers' Tendency to Use Alternative Assessment Methods
DOI:
https://doi.org/10.47750/pegegog.15.03.08Keywords:
Teachers, alternative assessment, classroom assessment, scale development, classical test theory, item response theoryAbstract
Our study developed a tool to determine teachers' tendency to use alternative assessment methods and examined variations based on sociodemographic factors. We surveyed 1022 teachers from primary to high schools, dividing the data into two sets of 511. The first set underwent exploratory factor analysis, item response theory analysis, and reliability assessments to establish the scale's validity. Confirmatory factor analysis on the second set validated a three-factor construct. Analyzing the comprehensive dataset revealed trends in alternative assessment use concerning gender and seniority. Findings showed frequent use of concept mapping, observation, and interviews, with overall positive tendencies toward alternative assessments. Male teachers perceived these methods as less practical, while female teachers saw them as supportive of learner-centered education. Additionally, teachers with more seniority were less likely to use alternative assessment methods compared to those with 0-5 years of experience.
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