اتجاهات طلبة جامعة حائل نحو أنماط التقويم المستخدمة و علاقة ذلك ببعض المتغيرات

Abstract EN

The present study sought to identify attitudes of Hail university students to assessment styles used; and to identify whether such attitudes vary by faculty attended (humanistic vs.

scientific), by achievement level (acceptable or below vs.

good or above), or by years studied (less than 2 year vs.

more than 2 years).

To achieve study goals, the researcher developed 46-items scale measuring assessment styles in use that covered four themes: testing, reporting, presentation, and using multiple assessment styles.

The study was conducted with a sample (N=267) of male students attending Hail University during first semester 2011/2012.

Results from this study showed: - Positive attitudes held by Hail University students towards assessment styles used.

- Among assessment styles, "testing" was ranked top with the highest positive attitudes rating; whereas using multiple assessment styles had the lowest attitudes rank.

- Hail University students showed significant tendency towards using testing as assessment style, where the items of this assessment style scored highest average (37.16) of the students answers and this indicates their tendency and desire of this kind of patterns of assessment, because they were accustomed to use it, easy to memorize and retrieve information, and time required.

- There were no statistically significant differences (α≤0.05) in the trends of the assessment styles used attributed to faculty attended by students, excluding theme "testing as assessment style" where differences in favor humanistic faculties.

- There were no statistically significant differences (α≤0.05) in the trends of the assessment styles used attributed to achievement level.

- There were no statistically significant differences (α≤0.05) in the trends of the assessment styles used attributed to years studied at the university.