The effect of an instructional program based on authentic assessment on the achievement of EFL secondary stage students in Jordan in reading and writing skills

العناوين الأخرى

أثر استخدام برنامج تدريس معتمد على التقويم الواقعي في تحصيل طلبة المرحلة الثانوية في الأردن في مهارتي القراءة و الكتابة في اللغة الإنجليزية كلغة أجنبية

مقدم أطروحة جامعية

Muhaydat, Muhammad Mahmud Talal

مشرف أطروحة جامعية

al-Kumi, Abd al-Salam Abd al-Khaliq

أعضاء اللجنة

al-Khawlidah, Ahmad Hamad
Abu Zaynah, Farid Kamil
al-Sharah, Nail D.

الجامعة

جامعة عمان العربية

الكلية

كلية العلوم التربوية و النفسية

القسم الأكاديمي

قسم المناهج و طرق التدريس

دولة الجامعة

الأردن

الدرجة العلمية

دكتوراه

تاريخ الدرجة العلمية

2008

الملخص الإنجليزي

The present study aimed at investigating the effect of an instructional program based on authentic assessment on the achievement of EFL secondary stage students in Jordan in reading and writing Skills.

It attempted to answer the following questions: 1.

Is there a difference in Jordanian Secondary school students' achievement in reading comprehension between the experimental group and the control group due to the method of assessment? 2.

Is there a difference in Jordanian secondary school students' achievement in the writing skill between the experimental group and the control group due to the method of assessment? The study hypotheses were stated as follows: (1) There is no statistically significant difference (α = 0.05) in Jordanian secondary school students' achievement in reading comprehension between the experimental group and the control group due to the method of assessment. (2) There is no statistically significant difference (α = 0.05) in Jordanian secondary school students' achievement in writing between the experimental group and the control group due to the method of assessment. The subjects of the study consisted of 70 eleventh grade students selected from Sa’ad Bin Abi-Waqas Secondary School in Irbid First Directorate of Education.

These subjects were divided into an experimental group and a control group.

To examine the study hypotheses, the researcher developed an instructional program based on authentic assessment techniques.

This program consisted of two parts: one for reading and the other for writing.

He used this program to assess the experimental group students.

The researcher also developed another program based on traditional assessment to assess the control group students.

This program also consisted of two parts: one for reading and the other for writing.

In addition, the researcher developed two achievement tests to assess the subjects' reading and writing skills before and after conducting the experiment.

The validity of the two instructional programs as well as the validity and reliability of the reading and writing tests were established.

The experiment lasted for one semester (approximately three months).

Students' scores on the reading and writing tests were analyzed using the t-test. The findings of the study showed that there was a statistically significant difference between the two groups on the reading achievement post-test and on the writing achievement post-test in favour of the experimental group which was taught by using authentic assessment techniques. In light of these findings, the researcher proposed recommendations to the Ministry of Education, EFL teachers, and researchers who are interested in authentic assessment.

التخصصات الرئيسية

العلوم التربوية
اللغات والآداب المقارنة

الموضوعات

• التعليم
• التعلم
• التعليم الثانوي
• تعلم اللغة الثانية
• كتابة التقارير
• الأردن
• اللغة الإنجليزية

عدد الصفحات

172

قائمة المحتويات

• APA
• MLA
• AMA

لغة النص

الإنجليزية

نوع البيانات

رسائل جامعية

رقم السجل

BIM-433960