Performance-Based Assessment: Approach and Obstacles by Higher-Elementary Science Teachers in Palestine

The study sought to identify the extent to which higher-elementary science teachers utilize the
Performance-Based Assessment Approach. It further aimed at investigating the factors that hinder science
teachers from using performance-based assessment in Palestine. The study data were collected by questionnaire
administrated to 109 science teachers from 60 higher elementary schools. Semi-structured individual interviews
were conducted with 14 science teachers. The findings indicate that Palestinian science teachers rarely utilize
Performance-Based Assessment to assess their students’ achievement. It was concluded that the selected science
teachers have obstacles in implementing Performance-Based Assessment which was grouped into five categories.
Recommendations were offered in light of the study findings.