The Actual Use of Teaching and Alternative Assessment Strategies by Field-Training Students in Special Education

Abstract

This study aimed at investigating the actual usage of tools and strategies of modern teaching and alternative assessment by field training students in Special Education. The sample of this study was selected from male and female field training students of Special Education in governmental schools. The study was measured through the modern teaching and substitute assessment strategies after verification and making sure of it by an arbitration committee. The results indicate that the teaching strategies used by field training students in Special Education during field training were classified within average usage. The related strategies were arranged as the following: direct instruction strategy came first and was highly used. Learning in groups strategy came second. Learning through activity strategy was in the third position. Critical thinking strategy was forth. The fifth and last one was problem solving strategy. All of these strategies had average usage. The substitute assessment strategies (Alternative Assessment) of Special Education students during field training were classified within average usage. The related strategies to it were classified accordingly as follows: The observation strategy and assessment depending on performance had high usage. Whereas The Self-evaluation strategy, pen and paper strategy, and Communication strategy had an average usage.