EFL Primary School Teachers’ Attitudes, Knowledge and Skills in Alternative Assessment

Nowreyah A. Al-Nouh, Hanan A. Taqi, Muneera M. Abdul-Kareem


The study investigated female EFL primary school teachers’ attitudes as well as teachers’ knowledge and skills in alternative assessment. Data was collected via a questionnaire from 335 EFL primary school teachers randomly selected from six educational zones. An interview with principals and head teachers and a focus group interview with EFL primary school teachers were conducted along with document analysis of ongoing assessment obtained from the ELT General Supervision at the Ministry of Education (MOE). Descriptive statistics were employed including a t-test and a one-way ANOVA Test. Results showed that teachers perceived themselves knowledgeable and skillful in alternative assessment. Nonetheless, some reported the need for workshops and training courses on alternative assessment. Teachers further expressed their preference for traditional written tests over alternative assessment. Teachers’ attitudes, however, were found to be at a medium level. They reported that alternative assessment is time-consuming and ignores pupil writing skills. Significant differences were found in teachers’ knowledge and skills in relation to their age, undergraduate major, and experience. Significant differences were further found in teachers’ attitudes in relation to their educational zone and experience. Limitations of the study as well as recommendations were further discussed.

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DOI: http://dx.doi.org/10.5539/ies.v7n5p68

International Education Studies ISSN 1913-9020 (Print), ISSN 1913-9039 (Online)

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