Teachers’ Perceptions of the Utilization of Alternative Assessment in the Virtual Classroom in Trinidad and Tobago

L. Superville
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Abstract

This study sought to investigate teachers’ perceptions about the use of alternative assessment in the virtual classroom. The population selected for this cross-sectional survey was teachers from five (5) schools in Trinidad and Tobago. Purposeful sampling was used to select the participants and the instrument used was a questionnaire comprising closed and open-ended items. The findings revealed that teachers are aware of alternative assessment and they utilized some alternative assessment strategies during the pandemic. Teachers acknowledged the need for them to develop additional competencies and be provided with the necessary resources to effectively utilize alternative assessment. They suggested that more professional development workshops should be conducted in schools and that teacher training institutions consider revising their approach to the teaching of student assessment. Further research should be conducted to determine if alternative assessment is being used as face-to-face/in person teaching has resumed.
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特立尼达和多巴哥教师对虚拟课堂中使用替代评估的看法
本研究旨在调查教师对在虚拟课堂中使用替代评估的看法。本次横断面调查选择的人群是来自特立尼达和多巴哥五所学校的教师。有目的的抽样用于选择参与者,使用的工具是一份问卷,包括封闭和开放式项目。调查结果显示,教师了解替代评估,并在大流行期间采用了一些替代评估策略。教师们承认有必要发展额外的能力,并向他们提供必要的资源,以便有效地利用替代性评价。他们建议在学校举办更多的专业发展讲习班,并建议教师培训机构考虑修订学生评价的教学方法。随着面对面/面对面教学的恢复,应该进行进一步的研究,以确定是否正在使用替代评估。
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