English abstract
This study was undertaken to evaluate alternative assessment tools used in grades 5-8 of Omani Basic Education schools from EFL teachers' perceptions. It also aimed at exploring the differences in teachers' perceptions according to gender, qualification and years of teaching experience.
The population of the study consisted of all EFL teachers who teach grades 5-8 of Omani Basic Education Schools. The sample of the study was drawn from nine regions of the Sultanate of Oman. It comprised (224) representing about (36%) of the population. Subjects responded to a 38- item questionnaire covering different areas of using alternative assessment The following elements are the major findings of this study:
1) Teachers perceived alternative assessment tools used in grades 5-8 to be adequate
in some aspects such as their direct linkage between instruction and assessment that develops teachers' sense of reflection and fosters students' awareness of their
learning. 2) Using alternative assessment tools in the Omani contexts poses serious obstacles.
Demanding, time consuming, requiring extra guidance and lack of required resources for conducting projects and students' reluctance in accepting alternative assessment tools are perceived to be the major difficulties in
implementing these assessments. 3) Teachers perceived the training and support they have received to be adequate.
They also emphasize the importance of the practical experience they gain over
time. 4) Male teachers felt that alternative assessment tools are adequate while female
teachers, viewed them as moderately adequate. Data also revealed that male teachers believed that training and support they have received in using alternative assessment tools to be sufficient. Female teachers on the other hand, viewed
training and support to be as moderately sufficient. 5) Qualification had no effect on teachers' perceptions of alternative assessment
tools. Statistical analysis showed that no significant differences among different
teachers' qualifications. 6) Teachers who have 10 years experience felt that they have received sufficient training and support.
In the light of the findings, implications and recommendations were suggested.
