The Issue of Alternative Assessment on Students’ Achievement from the Viewpoints of Teachers’ at Elementary Schools in Gaza
Mahmoud A.A. Almadhoun1, Norsuhaily Abu Bakar2, Abdul Hakim Abdullah3

1Mahmoud A.A. Almadhoun, Faculty of Islamic Contemporary Studies, Universiti Sultan Zainal Abidin, Teremgganu, Malaysia.
2Norsuhaily Abu Bakar, Faculty of Applied Social Sciences, Universiti Sultan Zainal Abidin, Teremgganu, Malaysia.
3Abdul Hakim bin Abdullah, Faculty of Islamic Contemporary Studies, Universiti Sultan Zainal Abidin, Teremgganu, Malaysia.
Manuscript received on 18 July 2019 | Revised Manuscript received on 03 August 2019 | Manuscript Published on 10 August 2019 | PP: 414-418 | Volume-8 Issue-2S3 July 2019 | Retrieval Number: B10720782S319/2019©BEIESP | DOI: 10.35940/ijrte.B1072.0782S319
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Abstract: This study aimed at identifying the effect of alternative assessment on academic achievement, from the viewpoint of teachers in elementary schools in Gaza. To achieve the study objectives, a questionnaire developed consisting of 21 items then reliability and validity were calculated, the study population consisted of 120 teachers. The study sample consisted of 92 teachers, selected in a stratified random method, where the total of 87 valid statistical analyzes retrieved by 94.56%. The results of the study showed: The perceptions of the members of the study sample to the alternative assessment came to a high degree, the academic achievement from teachers in the basic schools in the Gaza Strip came at the macro level at a high level, and there is a statistically significant effect at the level of significance (α<=0.05) of alternative assessment on academic achievement. In light of the results, a set of recommendations were proposed, including The Directorate of Education in the Gaza Strip should be concerned with the adoption of alternative assessment methods in its affiliated schools, because of the importance of alternative assessment in improving the level of academic achievement of students.
Keywords: Alternative Assessment, Students’ Achievement.
Scope of the Article: Social Sciences