INVESTIGATING TEACHERS’ PERCEPTIONS AND PRACTICES ABOUT ALTERNATE ASSESSMENT

Abstract

This  study  was  conducted to  compare  the  teachers’  perceptions  and  practices about alternate assessment at university level. It was non experimental quantitative research. The accessible population of the study consisted of all the universities of the Punjab. For true representation of the population University of the Punjab Lahore, University of Education (UE) Lahore (Okara Campus) and COMSAT University Sahiwal were selected. Data was collected through developed instruments namely questionnaire on teachers’ perceptions (QTP) was developed by the researcher which comprised 25 items on five points Lickert scale. It had two factors, assignments and project method. Similarly questionnaire on teachers’ practices (QTP) about alternate assessment was also developed consisted 12 items. For the analysis of data both t-test and Pearson correlation were used. It was concluded that most of the teachers were agreed about the use of assignments and project method as an alternate assessment during classroom instruction. It was also found that there is no significant difference between male and female teachers’ perceptions and practices about the use of alternate assessment. It was concluded that there is found significant difference between male and female teachers’ practices about the use of project as an alternate assessment method. Furthermore, it was found that there is significant relationship between teachers’ perceptions and practices about the use of alternate assessment. It was also the conclusion of the study that no significant relationship is found between teachers’ perceptions and practices about the use of assignments as an alternate assessment method.