Focusing on evaluating students’ performance in basic math classrooms, the researchers in this study examined the impact of alternative assessments on learning outcomes in fourth grade Palestinian classrooms. Representing a  large sector of education in the Palestinian territories, fourth grade students were randomly selected to participate in the study in which they participated in various math instructional and assessment activities throughout multiple lessons and cycles. Alternative assessment approaches were used including student self- assessment, peer assessment, and teacher assessment in terms of three main achievement levels to measure the extent to which students learned the math concepts by recall and remembrance, ability to apply, and making inferences. Mixed Design ANOVA measures were used to analyze and interpret the results which showed sig-nificant trends and correlations across the four cycles of math instruction and indicated that alternative authentic assessment methods have had a positive impact on students’ learning and application of math. Implications for integrating authentic assessment measures as well as peer and self- assessments were drawn in  light of  the promising outcomes of augmenting student motivation and developing critical life-long skills.

العنوان

Studies in Educational Evaluation

الناشر

ELSEVIER

بلد الناشر

هولندا

Indexing

Thomson Reuters

معامل التأثير

1,983

نوع المنشور

Both (Printed and Online)

المجلد

70

السنة

2021

الصفحات

12