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p-Index From 2021 - 2026
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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn)
Sanusi, Najdah
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Humanities Education Library & Information Science Social Sciences Other

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Challenges, opportunities, and effects of alternative assessment approaches in teaching practices: a systematic literature review Sanusi, Najdah; Zulkifli, Hafizhah; Hamzah, Mohd Isa
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.32283

Abstract

Alternative assessment, encompassing methods such as portfolios, project-based evaluations, and peer assessments, aligns with 21st-century student-centered learning goals by holistically and authentically evaluating students’ progress. This research applies the systematic review literature method with the preferred reporting items for systematic reviews and meta-analyses (PRISMA) protocol. The study analyzed 47 peer-reviewed articles published between 2019 and 2023, sourced from Web of Science, Scopus, and Education Resource Information Centre (ERIC) databases. The thematic analysis revealed three main themes: i) challenges in implementing alternative assessments, including teacher readiness and assessment skills; ii) opportunities for enhancing creativity and variety in teaching approaches; and iii) positive effects on teachers’ motivation and understanding of student learning. The findings highlight the need for targeted professional development to support teachers in effectively implementing alternative assessments. This review contributes to the growing body of knowledge on innovative assessment practices and their impact on teaching and learning in contemporary educational settings.
Professional development in classroom assessment: a systematic literature review Sanusi, Najdah; Zulkifli, Hafizhah; Hamzah, Mohd Isa; Jait, Kharhan
Journal of Education and Learning (EduLearn) Vol 19, No 4: November 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i4.22026

Abstract

Professional development in classroom assessment techniques plays a crucial role in enhancing student learning outcomes. The preferred reporting items for systematic review and meta-analysis (PRISMA)-guided systematic review of the research literature assesses these programs to identify effective methodologies, research limitations, and trends in development, providing evidence-based recommendations for education leaders and policymakers. A structured search of Scopus and Web of Science databases, using keywords “classroom,” “professional development,” and “assessment,” yielded a final set of 43 studies. The analysis revealed four major themes: i) student-centered education; ii) classroom practices and teacher development; iii) specialized education and teacher training; and iv) assessment in education. The review demonstrates the impact of professional development programs (PDP) on teachers and addresses challenges in improving student achievement. By adhering to recognized standards for systematic reviews, this study provides a comprehensive analysis of professional development in classroom assessment, highlighting various strategies, obstacles, and successes. The findings emphasize the significance of efficient assessment for student learning outcomes and offer insights into enhancing PDP in this critical area of education.
Co-Authors Hamzah, Mohd Isa Jait, Kharhan Zulkifli, Hafizhah