كفاية المعلمين في التقويم في ضوء المعايير المهنية الوطنية للمعلمين

Abstract EN

The purpose of this study is to investigate the level of in-service teachers in assessment literacy and its relationship with relevant background variables.

The study also aims to compare between pre-service and in service teachers' assessment literacy.

An assessment Inventory was designed and used parallel to the assessment Standards in Saudi Professional Teacher Standards.

The study's sample consisted of (842) in-service teachers and (6568) pre-service teachers.

Data were analyzed using t-tests, linear regression analysis and ANOVA.

The study's findings revealed that based on in-service teachers' estimations there is a significant difference between their level of assessment literacy as graduates and their current level of assessment literacy.

The linear regression analysis showed that the gender variable is the only reliable predictor of in-service teachers' assessment literacy, whereas ANOVA analysis indicated that there are significant differences between groups based on major and educational level, and interaction between gender and all of the variables of the region and the educational level.

Significant differences were found; the pre-service teachers scored higher on the assessment tool than their in-service counterparts.

Suggestions for research and practice are discussed