Teachers' perspectives on Alternative Assessment

POSITIVE / NEGATIVE PERSPECTIVES

• According to Nurfaradilla Nasri, Siti Norhidayah Roslan, Mohammad Iskandar Sekuan, Kasmah Abu Bakar and Sharifah Nor Puteh (2010), a sample of 50 secondary teachers in Brunei asserted that the most outstanding implications of alternative assessment is the demands on their time and the increase in the paperwork.

• According toAkbulut, O.E. and Akbulut, K. (2011), teacher candidates did not have sufficient information about alternative assessments. 

•  According to Tan (2013) :

          One of the prevailing notions of AA [Alternative Assessment] in Singapore amongst teachers is that it represents an alternative to examinations. However, teachers with a conservative conception of AA focus on preparing students for performing well in national examinations, and in that context AA is understood as a distraction because it does not contribute to better performance in the examinations. Such teachers do not dispute the utility of AA, but maintain that it is a luxury they can afford only if it does not interfere in students’ preparations for their examinations. Consequently, the perception that AA lacks relevance to students’ performance in examinations results in teachers (with
a conservative conception of AA) sidelining AA as a supplement to existing ‘mainstream’
assessment practices. (p.28)

• According to Akdemir and Oquz (2008), the undergraduate students' scores in the computer-based test and in the paper-and-pencil test show no difference; hence, lead to a conclusion that computer-based testing can be applied as a capable alternative assessment for Turkish undergraduate students.

 

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