درجة استخدام معلمات الرياضيات لأدوات التقويم البديل من وجهة نظرهن

Abstract EN

This study aims at exploring the degree to which female mathematics teachers use alternative assessment tools from their perspectives and determining if there are statistically significant differences in the variable of years of teaching experience.

To achieve the aims of the study, the descriptive research approach was used.

The sample of the study consisted of (37) female-mathematics teachers in the second cycle of basic education in Dhofar Governorate in the Sultanate of Oman.

A 5-point Likert scale questionnaire was constructed consisting of (21) items distributed into (4) dimensions that represent the alternative assessment tools, which are: performance rubrics (7) items, portfolios (6) items, written tests (4) items, and concept mapping (4) items.

The results of the study showed that teachers, in general, use alternative assessment tools with a high degree, and the use of the performance rubrics tool came first, followed by portfolios tool and then written tests, while the concept mapping ranked last.

The results indicated that there were statistically significant differences in the degree of use of alternative assessment tools due to the variable of years of teaching experience favoring the group with more than 16 years of teaching experience.

The study recommended that female mathematics teachers should pay more attention to the use of alternative assessment tools and focus more on its techniques.

In addition, the study suggested conducting more studies related to alternative assessment.