The Reality of Implementing Modern Educational Assessment Methods Among Basic Education Teachers and Their Role in Improving Students' Academic Performance

Abstract

This study investigates the extent to which modern educational assessment methods are implemented by basic education teachers in Al-Zawiya City, Libya, and examines their role in improving students' academic performance from the teachers' perspective. A descriptive-analytical approach was employed, and data were collected through a purpose-built questionnaire comprising three main dimensions: the degree of implementing modern assessment methods, their impact on academic performance, and the obstacles limiting their effective application. The instrument was administered to a randomly selected sample of (40) basic education teachers.

Results revealed that the overall level of implementing modern assessment methods was moderate, tending toward high (M = 2.25). Teachers expressed strong conviction that these approaches positively influence student achievement, with formative assessment, performance-based assessment, and self-assessment emerging as the most impactful. Key barriers included curriculum overload, time constraints, and limited specialised teacher training. The study recommends intensifying professional development programs, integrating modern assessment into instructional plans, and providing supportive educational environments to ensure sustainable implementation.