Research Article | Open Access
The reality of using alternative assessment strategies at the Algerian University -a field study at the University of Mohamed Boudiaf -M'sila-
Ali Larguet, Sarah Quadri, Abdelmalih Nekbil
Pages: 560-568
Abstract
The current study aimed to identify the degree of practice of professors of higher education of alternative assessment strategies, in addition to knowing the impact of variables: specialization, experience and training on the degree of practice of alternative assessment strategies. To achieve the objectives of the study, the descriptive analytical approach was relied upon, and the questionnaire as a basic tool for the study, consisting of 50 items distributed over six fields, and the study sample consisted of 369 professors from the University of Messila. The results showed that:
- University professors practice alternative assessment strategies with an average degree
- There are statistically significant differences in the degree to which university professors practice alternative assessment strategies due to two variables: the field of professional specialization.
- There were no statistically significant differences in the degree of practice of university professors for alternative evaluation strategies due to the variable of the formation of new professors
Keywords
pedagogical assessment, alternative assessment strategies, Algerian university, professors of higher education, degree of practice.