The extent of history teachers’ use of alternative assessment patterns and methods in the intermediate and secondary schools (an exploratory study)

Abstract

The scholar is utilizing diverse statistical methodologies to analyze the data and derive outcomes. The findings of the study demonstrate a moderate degree of utilization of alternative assessment models and approaches among history educators. In light of this, the scholar puts forth several recommendations, such as advocating for the incorporation of alternative assessment models and approaches across all educational levels and disciplines. Moreover, there exists a necessity to amalgamate conventional and alternative assessment methodologies to encompass all facets of the educational framework. It is also advised to organize training sessions for educators in middle and high schools to equip them with the skills needed to implement various alternative assessment methods in education. Additionally, the researcher advocates for the urgency of conducting further investigations and studies to assess the outcomes of the educational process grounded in alternative assessment, its models, and instruments.