معيقات تطبيق أدوات التقويم الواقعي من وجهة نظر معلمي المرحلة الأساسية الدنيا بمدارس وكالة الغوث الدولية و تحديد سبل التغلب عليها

Abstract EN

The study aimed to identify the difficulties facing the basic elem.

teachers in applying authentic assessment, and how to overcome them.

the researchers used the descriptive, analytic approach.

They applied a questionnaire on the sample of the study consisting of (108) teachers representing (20%) from the study community consisted of (540) elem.

teachers in UNRWA schools in North Gaza working during the scholastic year (2017/2018), after verifying its validity and stability.

The study reached many results: .1The most difficulties are related to the student and the most prominent (the large number of students in the class), followed by the difficulties related to the parents, most notably: (lack of knowledge of the parent strategies of authentic assessment) .2There are no statistically significant differences in the level of (a < 0.05) between the average of the responses of the study sample due to the gender variable, as well as the school type variable (male-female- co-ed) .3There are statistically significant differences at the level of (a < 0.05) due to the variable duration of teaching service, for the benefit of the most years of service.

The study recommended that: .1 Holding specialized training for the teachers on building authentic assessment tools and how to apply them.

2.

Provide parents with educational bulletins clarifying the authentic assessment in all its dimensions.