درجة معرفة و ممارسة معلمي الصف الأول الأساسي في المدارس الحكومية بمحافظات غزة لاستراتيجيات و أدوات التقويم الواقعي

الملخص EN

This study aims at investigating the degree of knowledge and practice of authentic assessment strategies and tools by first grade teachers in the public schools in the Gaza Governorates، in addition to identifying the effect of gender and years of experience variables on practicing Authentic Assessment by using these strategies and tools.

The study sample consisted of (52) teachers of the first grade from primary schools in the Directorate of Education-Rafah during the second semester 2017/2018.

To achieve the objectives of the study، the researcher developed a questionnaire، where validity and reliability were tested and approved.

The questionnaire consisted of three parts: the first part included the demographic information of teachers; the second part consisted of six strategies، while the third part consisted of twelve authentic assessment tools.

In addition to developing، a note card that included three dimensions of planning، execution، and assessment.

Each dimension of them contained seven items by which classes were attended to investigate the degree of practice of authentic assessment by teachers.

The results of the study showed that the degree of utilization was less than hoped; they also showed that the degree of knowledge and use of the paper، pen، worksheets and observation were high، while the knowledge and utilization of other strategies and tools were medium and low.

On the other hand، the degree of use was almost zero (0%) for the student diary tool.

The results also showed that there is no effect of gender and years of experience variables on teachers' practice of authentic assessment tools.

One of the most prominent recommendations was to increase the attention and awareness of this type of assessment among teachers، as well as to explain and train teachers to use authentic assessment strategies and tools.