Performance-Based Assessment: Approach and Obstacles by Higher-Elementary Science Teachers in Palestine

The study sought to identify the extent to which higher-elementary science teachers utilize the Performance-Based Assessment Approach. It further aimed at investigating the factors that hinder science teachers from using performance-based assessment in Palestine. The study data were collected by que...

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Bibliographic Details
Published in:Journal of education and learning 2019-03, Vol.8 (2), p.198
Main Authors: Abualrob, Marwan M. A., Al-Saadi, Said H.
Format: Article
Language:English
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Summary:The study sought to identify the extent to which higher-elementary science teachers utilize the Performance-Based Assessment Approach. It further aimed at investigating the factors that hinder science teachers from using performance-based assessment in Palestine. The study data were collected by questionnaire administrated to 109 science teachers from 60 higher elementary schools. Semi-structured individual interviews were conducted with 14 science teachers. The findings indicate that Palestinian science teachers rarely utilize Performance-Based Assessment to assess their students' achievement. It was concluded that the selected science teachers have obstacles in implementing Performance-Based Assessment which was grouped into five categories. Recommendations were offered in light of the study findings.
ISSN:1927-5250
1927-5269
DOI:10.5539/jel.v8n2p198