Practices and Beliefs Relating to Authentic Assessment of Kindergarten Teachers in the Suburbs of Jerusalem

Date
2019-02-25
Authors
Haroun, Ramzi F.
Alkhales, Buad M.
Journal Title
Journal ISSN
Volume Title
Publisher
Canadian Center of Science and Education
Abstract
This study aimed at investigating kindergarten teachers’ practices and beliefs relating to authentic assessment. The study also aimed at investigating differences in teachers’ practices and beliefs based on level of education, study major, and length of experience. The sample of the study consisted of (92) teachers working in kindergartens in the suburbs of Jerusalem. Two questionnaires were developed and implemented to collect the data of the study. In addition, individual semi-structured interviews were conducted with 20 teachers from the sample of the study. Content analysis of some kindergarten documents was also used. The results showed that worksheets were the main method used to assess children learning, while project-based assessment was not used at all. In addition, the results showed significant differences in the teachers’ utilization of authentic assessment methods relating to level of education and study major, but there were no differences relating to the length of the teachers teaching experience. The teachers showed a strong belief in the importance of authentic assessment methods. The results of the interviews and content analysis supported the findings of the questionnaires. The study concluded a number of recommendations for future research, teacher educators and kindergarten principals.
Description
Keywords
authentic assessment, kindergarten teachers, practices and beliefs
Citation
TY - JOUR AU - Haroun, Ramzi AU - Alkhales, Buad PY - 2019/02/26 SP - 112 T1 - Practices and Beliefs Relating to Authentic Assessment of Kindergarten Teachers in the Suburbs of Jerusalem VL - 13 DO - 10.5539/mas.v13n3p112 JO - Modern Applied Science ER -