التحولات من ثقافة الاختبار إلى ثقافة التقويم كأساس لإصلاح التقويم الصفي

Abstract EN

The shifted from testing to assessment culture undergone changes in student assessment frameworks.

The assessment became a part of learning and teaching used for formative instead for summative purposes to provide feedback.

It aims to measure higher thinking skills instead of knowledge and remembering, and focus on the processes and final products.

The assessment is also conducted in a realistic instead of decontextualized context where student interacts with teacher and his peers.

The paper and pencil tests that are used at the end of the academic period have turned into multiple tools that are conducted throughout the learning periods, and responsibility has shifted from the teacher to the student, so the later become an effective participant in his learning, self- and peer-assessment, and in setting criteria.

In addition, the including of new assessment quality criteria based on the edumetric approach instead of the psychometric approach.

This paper aimed to highlight the shifts from behavioral theory to cognitive and constructivist theory, from test culture to assessment culture, and from the psychometric approach to the edumetric approach, focusing on multiple dimensions, and high-lighting the integration of them in classroom assessment practices.