Please use this identifier to cite or link to this item: https://scholarhub.balamand.edu.lb/handle/uob/7572
Title: Authentic assessment in kindergarten classes : a case study of a private UAE school
Authors: Aboul Hosn, Rasha
Advisors: Nicolas, Samira
Keywords: Authentic assessment, Social-emotional learning, Play-based Learning Balanced approach, Traditional assessment, Teachers’ beliefs, Parents’ perspectives
Subjects: University of Balamand--Dissertations
Dissertations, Academic
Issue Date: 2024
Publisher: [Kalhat, Lebanon] : [University of Balamand], 2024
Abstract: 
This qualitative study investigated authentic assessment practices within kindergarten
classrooms at a private school in the UAE. It aimed to explore the characteristics of the
assessment at the targeted school compared to authentic assessment principles, identify
teachers' and parents' beliefs and perspectives, and understand parental involvement in their
children's assessment. The data was collected through semi-structured interviews with six
parents and nine kindergarten teachers and was analyzed through an inductive thematic
analysis. The findings highlighted the challenges parents and teachers faced in the
kindergarten setting and the importance of effective communication, collaboration, and
support. The findings also revealed parents' concern about future academic demands and the
possible benefits of combining traditional and play-based learning approaches that connect to
real-world contexts. Teachers often used various assessment techniques, such as observations
and hands-on activities, as well as summative standard evaluations in report cards,
worksheets, and copybooks. Despite time constraints, teachers reported encountering implicit
authentic assessment characteristics such as project-based learning, self-reflection, social emotional development, real-world connections, natural setting, and play-based learning. The
study recommends further research to enhance parental understanding of authentic
assessment and explore the impact of technology integration. Additionally, comparative
studies in Arab settings are proposed to assess student development in traditional versus
authentic assessment environments
Description: 
Includes bibliographical references (p. 98-111)
URI: https://scholarhub.balamand.edu.lb/handle/uob/7572
Rights: This object is protected by copyright, and is made available here for research and educational purposes. Permission to reuse, publish, or reproduce the object beyond the personal and educational use exceptions must be obtained from the copyright holder
Ezproxy URL: Link to full text
Type: Thesis
Appears in Collections:UOB Theses and Projects

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