Announcement iconContinuing Accepting Applications for Admission !!
for the Spring Semester of the Academic Year 2019/2020

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

Authors: 
Marwan Abualrob
Said H. Al-Saadi
ISSN: 
1927-5250 E-ISSN 1927-5269
Journal Name: 
Journal of Education and Learning
Volume: 
8
Issue: 
2
Pages From: 
198
To: 
206
Date: 
Wednesday, February 27, 2019
Keywords: 
performance-based assessment, higher elementary, science teaching, obstacles, approach
Abstract: 
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.