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

  •  Marwan M. A. Abualrob    
  •  Said H. Al-Saadi    


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.

This work is licensed under a Creative Commons Attribution 4.0 License.
  • ISSN(Print): 1927-5250
  • ISSN(Online): 1927-5269
  • Started: 2012
  • Frequency: bimonthly

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