أثر التقويم التكويني في تدريس مقرر التكنولوجيا على التحصيل و الاحتفاظ بالتعلم

الملخص EN

This study aimed to find out the effect of formative evaluation in the teaching of the technology course on achievement and retention of learning for tenth grade students at Abdullah bin Al Hussein Technological School for Girls in Jerusalem.

The experimental approach was used with a semi-experimental design represented in the design based on the presence of a control group and an experimental group using a pre and post- test.

The study sample of (30) students from the tenth grade was chosen randomly, and the sample was divided into (15) students for the control group and (15) students for the experimental group, and an achievement test was prepared for the research to achieve the research objectives.

The results of the study showed that there are statistically significant differences at the level of significance (0.05≥α) between the averages of the experimental group that is studied using the formative evaluation strategy and the control group that is studied by the traditional method in the scores of the post application of the achievement test in favor of the experimental group, and the presence of statistically significant differences at the level of significance.

(0.05≥α) between the average of the experimental group that studies using the formative evaluation strategy, and the control group that studies the traditional method of preserving learning in the postponed post-application of the achievement test for the benefit of the experimental group, and based on the results of the study, the two researchers recommended a set of recommendations, the most important of which was the need to adopt the use of the evaluation Training with its multiple methods by teachers in teaching academic courses to students, especially the technology course, and the need to pay attention to training students and their teachers on this type of evaluation and its various methods.