The Beliefs of Social Studies Teachers about Alternative Assessment at UNRWA’s Middle Schools in Jordan

Abstract

This study aimed to investigate the beliefs of social studies teachers in

the basic schools at UNRWA about alternative assessment. To achieve this

goal, the descriptive method was used, and a questionnaire was developed. It

contained (44) items, distributed into three domains of alternative evaluation,

namely: the nature of the alternative evaluation, the advantages of alternative

evaluation, and practices of teachers in alternative evaluation. It was applied

to a sample of (84) teachers of social studies. The results of the study showed

that the views of social studies teachers were supportive of the benefits of

alternative assessment and the nature and practices of teachers about it.

The results indicated that there was no statistically significant differences

in the views of teachers of alternative assessment due to the sex of the

teacher. There were statistically significant differences due to the following

variables: qualifications of teachers, specialization, and the number of years

of experience, on one or all areas of study tool.

The study ended with some recommendations, as:

Conducting training workshops for history and geography teachers in

alternative evaluation, conducting training workshops in all domains of the

questionnaire for teachers who hold certificates below master degrees, and

preparing other researches in alternative evaluation.