Welcome to the InfoSci Platform
Reference Hub1
Alternative Evaluation as a Means of Inclusion: The Case of the Public Greek Educational System

Alternative Evaluation as a Means of Inclusion: The Case of the Public Greek Educational System

Antonios Ventouris, Thomais Rousoulioti, Konstantina Iliopoulou
Copyright: © 2022 |Pages: 27
ISBN13: 9781799885795|ISBN10: 1799885798|ISBN13 Softcover: 9781799885801|EISBN13: 9781799885818
DOI: 10.4018/978-1-7998-8579-5.ch015
Cite Chapter Cite Chapter

MLA

Ventouris, Antonios, et al. "Alternative Evaluation as a Means of Inclusion: The Case of the Public Greek Educational System." Handbook of Research on Policies and Practices for Assessing Inclusive Teaching and Learning, edited by Eleni Meletiadou, IGI Global, 2022, pp. 333-359. https://doi.org/10.4018/978-1-7998-8579-5.ch015

APA

Ventouris, A., Rousoulioti, T., & Iliopoulou, K. (2022). Alternative Evaluation as a Means of Inclusion: The Case of the Public Greek Educational System. In E. Meletiadou (Ed.), Handbook of Research on Policies and Practices for Assessing Inclusive Teaching and Learning (pp. 333-359). IGI Global. https://doi.org/10.4018/978-1-7998-8579-5.ch015

Chicago

Ventouris, Antonios, Thomais Rousoulioti, and Konstantina Iliopoulou. "Alternative Evaluation as a Means of Inclusion: The Case of the Public Greek Educational System." In Handbook of Research on Policies and Practices for Assessing Inclusive Teaching and Learning, edited by Eleni Meletiadou, 333-359. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-8579-5.ch015

Export Reference

Mendeley
Favorite

Abstract

The present study concerns a field research aiming to investigate the stances of primary and secondary school teachers in Greece about alternative assessment methods (AAM). For this purpose, 181 language teachers answered an e-questionnaire. In addition, the curricula for Greek and foreign language courses taught in compulsory state education were analysed in order to explore the type and the extension of references to AAM in them. Data analysis showed that teachers of secondary education use AAM on a more frequent basis and a larger variety of them than those of primary education. Furthermore, from data analysis resulted a strong preference of the respondents for self-assessment, portfolio, and project methods. The curricula analysis revealed extensive reference to AAM in foreign language curricula, mainly to portfolio and project. As the regression analysis indicated, teaching experience was not related to the AAM usage. However, teachers' training on AAM appeared correlated with their positive stances towards it.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.