Teachers' View of High School Principals' Support for Alternative Assessment as a Tool for Meaningful Learning

Abstract

We conducted this study to determine the extent "Teachers' View of High School Principals' Support for alternative assessment as a tool for Meaningful Learning, during the first semester of the academic year 2021-2022, using the descriptive approach. The population consisted of all of the (94) secondary schools in Bethlehem governorate and in Negev Sector. The sample consisted of (268) teacher from both areas. We used the questionnaire to achieve the goals of the study. The results showed that the role of principals in supporting alternative assessment from the teacher's point of view was high with a mean of (3.71) over/out of (5). The result also revealed that there were no statistically significant differences due to gender and academic qualifications. However, there were statistically significant differences due to years of experience in favor of less than five, and due to location in favor of Negev sector. In light of the results, the researchers recommended that teachers should replace the traditional assessment to more meaningful assessment, and encourage the students to use the higher order thinking skills in their daily life. The principal should involve the alternative assessment spirit in building the school vision, and encourage cooperation between teachers rather than competition. The Palestinian Ministry of education should raise the awareness of the local communities about the importance of the alternative assessment at schools, to have more cooperation between the local communities and the schools, Adopting the Negev experience in implementing the alternative assessment theory, in order to apply it at the schools of Palestinian Ministry of education.