واقع استخدام معلمات اللغة العربية للتقويم البديل و أدواته في المرحلة الابتدائية

الملخص EN

The study aimed to identify the degree of use of the female Arabic language teachers for the alternative assessment and its tools in the primary stage, the researcher used descriptive approach, the study tool consisted of a questionnaire consisting of (87) itemsdistributed over eight fields (alternative assessment based on communication, alternative assessment based on portfolios, alternative assessment based on self-assessment, alternative assessment based on observation, alternative assessment based on pen and paper, alternative assessment based on peers, alternative assessment based on performance, alternative assessment based on interview).

The study population consists of (509) female teachers from Alqunfudah educational Administration, while the sample of the study wasselected randomly of (170) female Arabic language teachers.

The results showed that the degree of practice was large and with an average of (3.99) and the results also showed that statistically significant differences at the level of the function(α ≤ 0.05)in the responses of the study sample individuals to the areas of the study tool, depending on the variable of the teaching stages.

The differences came in favor of the upper grades.

There are statistically significant differences at the level of the of the function (α ≤ 0.05) in the degree of appreciation of the sample members of the study degree of use Arabic language parameters for alternative assessment strategies depending on the variable years of experience in favor of a category of more than 10 years, as well as the existence ofdifferences of statistical significance at the level of the function (α ≤ 0.05) in the degree of appreciation of the sample members of the study degree of use of Arabic language parameters for alternative assessment strategies depending on the variable training courses for the category of 6 courses and more, in light of the findings of this study, a number of recommendations were presented including considering alternative assessment when designing the Arabic language curriculum, write a manual that includes how to practice alternative assessment strategies and its various tools by the teachers of the Arabic language in the primary schoolsand that the teacher can engage their students byselecting alternative assessment strategies that will be suitable for their performance and saturation of their needs.