Teachers' Tendency to Use Alternative Assessment Methods

IntroductIonAssessment encompasses various aspects, including measuring students' achievement, defining student performance, summarizing what students can do, inferring what students could potentially do, and reflecting on the curriculum in action (Nasri et al., 2010).Therefore, as Herman (1992) states, assessment is not an end in itself but is a systematic process that facilitates teachers' instruction and students' learning.As constructivist theory and related educational philosophies embrace the diverse needs of today's learners (Yurdabakan, 2011), dissatisfaction with existing standardized testing has given rise to proposals for new assessment alternatives (Herman, 1992), the concept of alternative assessment has been a common topic of discussion.Gronlund (1998) states that alternative assessment is a method that provides an alternative to the traditional paperand-pencil tests.Alternative assessment is considered to be a broad term that encompasses any methods of standardized multiple-choice testing that is commonly used in traditional educational environments (Gipps & Stobart, 2003), and researchers and teachers as practitioners have increasingly been trying to explore alternative assessment methods that go beyond the confines of traditional assessment methods.In this respect, assessment takes on a constructive approach, aiming to help students improve at their own pace rather than pass judgment.This highlights that each student's achievement is unique to them, rather than comparing them AbstrActOur study developed a tool to determine teachers' tendency to use alternative assessment methods and examined variations based on sociodemographic factors.We surveyed 1022 teachers from primary to high schools, dividing the data into two sets of 511.The first set underwent exploratory factor analysis, item response theory analysis, and reliability assessments to establish the scale's validity.Confirmatory factor analysis on the second set validated a three-factor construct.Analyzing the comprehensive dataset revealed trends in alternative assessment use concerning gender and seniority.Findings showed frequent use of concept mapping, observation, and interviews, with overall positive tendencies toward alternative assessments.Male teachers perceived these methods as less practical, while female teachers saw them as supportive of learner-centered education.Additionally, teachers with more seniority were less likely to use alternative assessment methods compared to those with 0-5 years of experience.