A Phenomenological Study of Hawaii Independent School Teachers’ Use of Alternative Assessments

Abstract

Research indicates that teacher voices are not well represented in educational policy and change. Education has changed dramatically in a short time, and it continues to change at a fast pace. Classrooms are increasingly diverse. External standards are placed on teachers. A chorus of stakeholder voices is levied at educators, and these voices include parents, school leadership, colleges, and the future workplace students will find themselves in. This research engages with educators in the Hawaii independent school setting that experience the push and pull of these many voices in education. This study gives voice to seven educators working in Hawaii’s independent school setting. The focus of this study is how Hawaii teachers in the private sector experience alternative assessments and it is framed by two guiding questions: (1) What are the perceptions and lived experiences of Hawaii independent school teachers with regard to alternate assessment? (2) How does Hawaii independent school teacher alternative assessment impact future education practice? Phenomenology is a qualitative research methodology that seeks to know the lived experiences and perspectives of research participants regarding a given phenomenon.