Teachers’ Perspectives of Assessment and Alternative Assessment in the Classroom
Tajularipin Sulaiman1, Suzieleez Syrene Abdul Rahim2, Muhammad Nazrul Hakim3, Rosmaria Omar4
1Tajularipin Sulaiman, Faculty of Educational Studies, Sport Academy, University Putra Malaysia.
2Suzieleez Syrene Abdul Rahim, Faculty of Education, University Malaysia.
3Muhammad Nazrul Hakim, Faculty of Medicine And Health Sciences, University Putra Malaysia.
4Rosmaria Omar, Faculty of Educational Studies, University Putera Malaysia.
Manuscript received on 15 May 2019 | Revised Manuscript received on 22 May 2019 | Manuscript Published on 02 June 2019 | PP: 426-431 | Volume-8 Issue-7S2 May 2019 | Retrieval Number: G10730587S219/19©BEIESP
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open-access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: This study aims to explore teachers’ perspectives of the elements in assessment, choice of the types of assessment and perspectives of alternative assessment. The study was a case study involving seven in-service secondary school teachers who were interviewed. The findings indicate that respondents develop questions based on bloom’s taxonomy and higher order thinking. Formative and summative assessment are used to create a more comprehensive classroom assessment. Also, the respondents view alternative assessment as consisting of various techniques.
Keywords: Alternative Assessment, Summative, Formative, Assessment Practice, Higher Order Thinking Puestions.
Scope of the Article: Social Sciences