Focusing on evaluating students’ performance in basic math classrooms, the researchers in this study examined the impact of alternative assessments on learning outcomes in fourth grade Palestinian classrooms. Representing a large sector of education in the Palestinian territories, fourth grade students were randomly selected to participate in the study in which they participated in various math instructional and assessment activities throughout multiple lessons and cycles. Alternative assessment approaches were used including student self- assessment, peer assessment, and teacher assessment in terms of three main achievement levels to measure the extent to which students learned the math concepts by recall and remembrance, ability to apply, and making inferences. Mixed Design ANOVA measures were used to analyze and interpret the results which showed significant trends and correlations across the four cycles of math instruction and indicated that alternative authentic assessment methods have had a positive impact on students’ learning and application of math. Implications for integrating authentic assessment measures as well as peer and self- assessments were drawn in light of the promising outcomes of augmenting student motivation and developing critical life-long skills.

本研究中的研究人员专注于评估学生在基础数学课堂上的表现，研究了替代评估对巴勒斯坦四年级课堂学习成果的影响。四年级学生代表巴勒斯坦领土的大部分教育部门，他们被随机选择参加研究，他们在多个课程和周期中参与了各种数学教学和评估活动。使用替代评估方法，包括学生自我评估、同伴评估和教师评估，根据三个主要成就水平来衡量学生通过回忆和记忆、应用能力和推理学习数学概念的程度。混合设计方差分析测量用于分析和解释结果，这些结果显示了四个数学教学周期的显着趋势和相关性，并表明替代的真实评估方法对学生的数学学习和应用产生了积极影响。鉴于增强学生动机和发展关键终身技能的有希望的结果，提出了整合真实评估措施以及同伴和自我评估的意义。