The Assessment of Islamic Education Teachers in Basic Education in Sana'a, Yemen, Regarding Their Use of Alternative Assessment Strategies in the Light of Some Variables

Abstract

The study aimed to identify the perceptions of Islamic Education teachers in basic education in the capital, Sana'a, regarding their use of alternative assessment strategies, and to determine whether there were statistically significant difference in their perceptions based on variables such as gender, qualification type, education type, and teaching experience. To achieve the study's objectives, a questionnaire consisting of 43 items, was developed and distributed across five areas, and administered it to a stratified random sample of (220) male and female teachers working in both public and private basic schools in Sana'a. The results showed that the overall perception of Islamic education teachers regarding their use of alternative assessment strategies was at a "moderate" level, with a mean of (3.37). They rated their use of the paper-and-pencil strategy as "very high," while their use of strategies such as communication, observation, performance-based assessment, and portfolios were rated as "moderate." However, their use of the self-review strategy was rated as "weak." The results also indicated no statistically significant differences in the perceptions of Islamic education teachers regarding their use of alternative assessment strategies based on the variables: gender, qualification type, education type, and teaching experience, at both the domain level and the overall score. Based on these findings, the study recommended the need to train teachers on how to use alternative assessment methods and to develop procedural guides to familiarize them with alternative assessment strategies and tools.