The Degree of Use of Alternative Assessment Strategies by Home Economics Teachers and the Relationship with their Female Students’ Self- efficacy in Najran Region

Abstract

The present study aimed to investigate  the use of alternative assessment strategies by home economics teachers, the various difference of alternative assessment strategies according to the training courses and teaching experiences, and the relationship between the use of alternative Assessment strategies by home economics teachers and their female students’ self- efficacy.

The study sample consisted of (90) home economics teachers at Najran intermediate schools, and a random sample of (180) female students.

The findings showed that the use of alternative assessment strategies by home economics teachers was very high for some items of the questionnaire such as pencil and paper strategy, worksheets, monthly tests, work groups, questions and answers, portfolios, and projects. The findings also showed that there are statistically significant differences at the level of (0.01) regarding training courses in home economics teachers’ responses to the questionnaire of alternative assessment strategies. In addition, there are statistically significant differences at the level of (0.01) according to the years of experience in home economics teachers’ responses to the questionnaire of alternative assessment strategies. However, there is no statistically significant interaction among the two study variables: training courses (yes and no), years of experience (1-5 years, 6-10 years, 11 years and more) and the interaction between them in home economics teachers’ responses to the alternative assessment strategies. Moreover, the findings concluded to the existence of a positive correlation and statistically significance at the level of (0.01) between the use of alternative assessment strategies by home economics teachers and their relationship with female students’ self- efficacy.

Key words: Alternative Assessment- Home Economics- Self- efficacy