The effect of using authentic assessment strategies on the achievement of tenth graders in reading skills

العناوين الأخرى

أثر استخدام التقويم الحقيقي على أداء طلبة الصف العاشر في مهارات القراءة في مديرية تربية المزار الجنوبي

مقدم أطروحة جامعية

al-Sbua, Nizar Ahmad

مشرف أطروحة جامعية

al-Khatayibah, Majid Muhammad

الجامعة

جامعة مؤتة

الكلية

كلية العلوم التربوية

القسم الأكاديمي

قسم المناهج و التدريس

دولة الجامعة

الأردن

الدرجة العلمية

ماجستير

تاريخ الدرجة العلمية

2008

الملخص الإنجليزي

This study aimed at investigating the effect on using authentic assessment strategies on tenth graders in reading skills in Al-Mazar directorate of education through answering the following questions : 1- Is there a significant difference at α = 0.05 in the achievement of tenth graders due to using authentic assessment strategies or the conventional assessment? 2- Is there a significant difference in the achievement of tenth grade students attributed to gender? The population of the study consisted of (1174) male and female tenth grader students in Al-Mazar secondary schools during the first semester 2007-2008.

Those students form (49) sections and their ages range from 15-16 years .The sample of the study consisted of (191) divided randomly into two groups the experimental and control.

The experimental groups were evaluated by using the authentic assessment strategies while the control groups were evaluated by using the conventional methods of assessment.

To accomplish the purpose of the study, a 60-item reading comprehension test, which was assessed for validity and reliability, was adopted as a post test.

Based on a standardized test, students’ scores in reading comprehension in the first semester of the academic year 2007-2008 was used to measure the equivalence of the two groups in their levels of reading comprehension.

T-test was used to find out if there was any statistically significant difference in the students` achievement on the pre-and post-test.

The findings of the study were as follows : there was a statistically significant difference between the achievement of the students who were evaluated by authentic assessment and the students who were evaluated by the conventional one in favor of the authentic assessment ,and there was no significant difference attributed to gender.

Based on these findings, it is recommended that teachers, curriculum designers and educators should focus and use the authentic assessment strategies to improve teaching and make students` learning meaningful.

It also recommended that extensive courses and workshops for teachers should be held to improve their abilities to use authentic assessment strategies.

التخصصات الرئيسية

العلوم التربوية
اللغات والآداب المقارنة

الموضوعات

• التعليم
• التعلم
• التقييم
• القراءة
• اختبارات القدرات
• الأردن
• الكرك

عدد الصفحات

54

قائمة المحتويات

• APA
• MLA
• AMA

لغة النص

الإنجليزية

نوع البيانات

رسائل جامعية

رقم السجل

BIM-304856