التقويم البديل كاتجاه حديث في تقويم الطالبات المعاقات ذهنيا من منظور الجودة و الاعتماد الأكاديمي

Abstract EN

The study aimed at evaluating the scope of how far teachers of mentally retarded Students used strategies of alternative evaluation and its tools, as well as exploration of new directives of the alternative evaluation and its role in fulfilling criteria of quality and academic accreditation through the improvement of the learning and teaching processes for the mentally retarded.

A questionnaire was designed for measuring the degree of usage.

This was distributed among fifteen teachers, in addition to personal interviews with teachers.

Results have shown that the use of accredited evaluation by teachers of the mentally handicapped using pen and paper, and the evaluation strategy on interviews and records, was high; while it was average for those using accredited evaluation of performance and observational strategies on simulation and performance based on discussions.

While it was small for play role, achievement file and strategy of short examinations.

The study has also shown little variability of strategies used by teachers of the mentally handicapped, as well as ignorance about alternative education evaluation and its tools.