الممارسات التقويمية لمعلمي الصفوف الثلاثة الأولى في ضوء استراتيجيات التقويم الحقيقي

Abstract EN

The aim of this study was to know the evaluation practices of the teachers of the first three grades in light of the real assessment strategies.

The study consisted of all the teachers of the first three governmental classes in university major genral in Amman, Jordan.

The total number of teachers reached (214) teachers.

To achieve the objectives of the study, the researchers constructed a questionnaire consisting of (33) paragraphs.

The study showed the following results: The orthodontic practices of the teachers of the first three grades in light of the real evaluation strategies were high.

The results showed that there were no statistically significant differences (α = 0.05) due to the effect of both sex variables and the scientific qualification in the level of the evaluation practices of the teachers of the first three grades in light of the real evaluation strategies.

In light of the results of the study, the researchers recommended a number of recommendations.

Teachers of the first three grades should be constantly encouraged to employ alternative assessment strategies