This study aims to explore teachers’ perspectives of the elements in assessment, choice of the types of assessment and perspectives of alternative assessment. The study was a case study involving seven in-service secondary school teachers who were interviewed. The findings indicate that respondents develop questions based on bloom’s taxonomy and higher order thinking. Formative and summative assessment are used to create a more comprehensive classroom assessment. Also, the respondents view alternative assessment as consisting of various techniques.
CITATION STYLE
Sulaiman, T., Rahim, S. S. A., Hakim, M. N., & Omar, R. (2019). Teachers’ perspectives of assessment and alternative assessment in the classroom. International Journal of Innovative Technology and Exploring Engineering, 8(7), 426–431.
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