Title:
TRADITIONAL EXAMS VS. ALTERNATIVE ASSESSMENTS: CHALLENGES AND OPPORTUNITIES IN PALESTINIAN PUBLIC SCHOOLS

Authors:
Dr. Sherine Adnan Hashaikah

Abstract:
This study explored the use of traditional exams versus alternative assessments in Palestinian public schools, focusing on the challenges posed by overcrowded classrooms and limited resources. The research employed a qualitative methodology, using interviews with 10 teachers and 20 students, along with document analysis and classroom observations. Thematic analysis was applied to the data to identify key patterns and themes related to assessment practices. The results showed that traditional exams dominate in Palestinian schools due to their efficiency and feasibility, particularly in overcrowded classrooms. While these exams provide a standardized measure of student knowledge, they were found to be limited in evaluating higher-order cognitive skills like critical thinking and creativity. On the other hand, alternative assessment methods, such as project-based learning and peer assessments, were recognized by participants as valuable for fostering deeper student engagement and critical thinking. However, these methods were rarely implemented due to systemic barriers, such as lack of resources, large class sizes, and inadequate teacher training. The study also highlighted that the theoretical frameworks of active learning and constructivist approaches supported the potential benefits of alternative assessments. However, in the context of Palestinian public schools, the constraints imposed by overcrowding and resource limitations made it challenging to apply these methods effectively. In conclusion, the study suggests that improvements in classroom resources, reduced class sizes, and better professional development for teachers are necessary steps to facilitate the use of alternative assessment methods and improve the overall quality of education in Palestinian public schools.