![]() ![]() ![]() ![]() By 2003, almost all states across the USA had started to employ at least one alternative form of assessment in their schools (Denman & Al-Mahrooqi, 2018a) as well as Australian states (Cumming & Maxwell, 2004), New Zealand from 2007(Absoloum et al., 2009), Turkey from 2008(Ministry of National Education, No:443/2008, No:14796/2008, 7273/2009), though only for English classrooms in primary school, Mexico from 2011 (Santiago et al., 2012), countries of Arab Gulf from 2011 (Al Ruqeishi, 2015), North Africa (Denman & Al-Mahrooqi, 2018b), Indonesia from 2013 (Afrianto, 2017) are just a few among the countries that have inserted the alternative assessment as a method to evaluate students' learning objectives and achievements in the classroom. Similar trends can also be observed beyond Europe. ![]()
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