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Asia-Pacific Forum on Science Learning and Teaching, Volume 18, Issue 8, Article 5 (Jun., 2017) |
This section presents findings about the subject-specific science teachers’ views of the alternative assessment.
Table 1. Results of independent samples t-test for gender variable
Group
N
Mean
Std. Deviation
Std.
Error MeanSig.
Male
45
2.25
.49921
.0558
.758
Female
35
2.12
.67868
.0758
As seen in Table 1, there was no significant difference between mean scores of females (X=80.32) and males (X=81.44) (p > 0.05) (Table 1).
As can be seen in Table 2, the subject-specific science teachers mainly preferred the traditional assessment techniques in their classes.
Table 2. Frequencies and Percentages of the Subject-Specific Science Teachers’ Preferences of Measurement and Assessment Techniques
Measurement and Assessment Techniques
f
%
Multiple Choice Tests
62
77
True-false questions
51
64
Completion (Gap Filling) Questions
48
60
Short Essay written exams
52
65
Project
32
40
Portfolio
24
30
Concept map
58
73
Self-Assessment
10
13
Performance Evaluation
45
56
Matching Questions
60
75
Word Association
36
45
Open-ended exams
32
40
Drama
8
10
Written Reports
10
13
Group and / or Peer Review
24
30
Posters
28
35
Demonstration
8
10
As observed in Table 3, most of the subject-specific science teachers preferred Multiple Choice Tests (f: 62; 77%), Matching Questions (f: 60; 75%) and concept map (f: 58; 73%). Also, minority of them referred to drama and demonstration (f: 8; 10%).
Table 3. Frequencies and Percentages of the Subject-Specific Science Teachers' Self-Competency Levels of the Alternative Assessment Techniques
The Alternative Assessment Techniques
Incompetent
Partial Competent
Competent
f
%
f
%
f
%
Performance Evaluation
8
10
40
50
32
40
Portfolio
14
18
38
47
28
35
Group and / or Peer Review
22
27
40
50
18
23
Structured Grid
24
30
36
45
20
25
Poster
12
15
33
41
35
44
Drama
15
19
25
31
40
50
Concept map
6
8
24
30
50
63
Diagnostic tree
8
10
21
26
51
64
Self-Assessment
6
7
30
38
44
55
Word Association
4
5
39
49
37
46
Project
10
13
25
31
45
56
Interview
3
4
20
25
57
71
Written Reports
4
5
22
27
54
68
Demonstration
6
7
18
23
56
70
As seen in Table 3, 70% and 68% of the subject-specific science teachers felt themselves as ‘competent’ at demonstration, and in written reports respectively. Moreover, half of them depicted themselves as partial competent in performance assessment and group/peer review. In a similar vein, almost half of them addressed partial competent at word association and portfolio. Few of them felt themselves as incompetent in interview (f: 3; 4%), written reports (f: 4; 5%), word association (f: 4; 5%) and demonstration (f: 6; 7%).
Table 4. Frequencies and Percentages of the Subject-Specific Science Teachers’ Use of the Alternative Assessment Techniques
The Alternative Assessment Techniques
Never
Seldom
Often
f
%
f
%
f
%
Performance Evaluation
7
9
49
61
24
30
Portfolio
6
8
60
75
14
17
Group and / or Peer Review
12
15
48
60
20
25
Structured Grid
18
22
38
48
24
30
Poster
21
26
42
53
17
21
Drama
18
22
40
50
22
28
Concept map
4
5
8
10
68
85
Diagnostic tree
6
8
14
18
60
75
Self-Assessment
10
13
58
72
12
15
Word Association
5
6
62
78
13
16
Project
13
16
52
65
15
19
Interview
5
6
60
75
15
19
Written Reports
10
13
25
31
45
56
Demonstration
12
15
13
16
55
69
As observed in Table 4, the subject-specific science teachers frequently preferred concept map (85%), diagnostic tree (75%) and demonstration (69%) as alternative assessment techniques in their classes. Nearly three fourth of them employed word association (78%) and demonstration (75%) rarely as alternative assessment techniques in their classes. The highest percentages for ‘never’ category appeared at poster (26%), drama (22%) and structured grid (22%).
