The Department of Educational and Psychological Sciences Organizes a Training Course on Modern Assessment Methods
The Department of Educational and Psychological Sciences at the College of Education for Humanities, University of Samarra, organized a training course entitled “Alternative Assessment and Electronic Assessment,” presented by Assistant Professor Dr. Saher Hassan Alou and Assistant Lecturer Marwan Naji Ali.
Dr. Alou began his session by explaining the concept of alternative assessment as one of the modern approaches that relies on measuring students’ performance in authentic learning situations, with a focus on higher-order thinking skills and practical application rather than mere memorization and traditional examinations. He highlighted the transformation in assessment philosophy, noting that assessment is no longer limited to achievement tests but has shifted toward evaluating actual performance, thereby promoting deep learning and addressing individual differences among students.
He then outlined several alternative assessment methods, including portfolios, projects, presentations, observation, self-assessment, and peer assessment. He explained that these tools are characterized by comprehensiveness and realism, in addition to their role in developing critical and creative thinking skills.
In this context, he also referred to the challenges associated with alternative assessment, such as the need for greater time and effort, the necessity of adequate teacher preparation, and the difficulty of establishing precise performance measurement criteria.
For his part, Mr. Ali focused on electronic assessment, explaining mechanisms for employing technology in implementing educational assessment processes and highlighting its advantages, including rapid grading, time efficiency, and the provision of immediate feedback to students. He presented several widely used digital tools, such as Google Forms, Microsoft Forms, Moodle, Classroom, Kahoot, and Quizizz, noting the flexibility and variety they offer in question formats. He also pointed out challenges accompanying electronic assessment, including the need for stable internet connectivity, the possibility of electronic cheating, and the technical skill requirements for both teachers and students.
The course concluded with several recommendations presented by the lecturers, emphasizing the importance of integrating alternative and electronic assessment within the educational process, training teaching staff on modern assessment methods, diversifying assessment tools, and considering individual differences among students in order to achieve more effective and sustainable learning outcomes.
