درجة توظيف معلمي اللغة الإنجليزية لاستراتيجيات التقويم الواقعي في المدارس الحكومية في محافظات غزة

Abstract EN

This study aims to identify the extent to which strategies of authentic assessment are implemented by English teachers in Gaza governorates.

Descriptive analytical approach is performed.

The population of this study included all English teachers who teach high schools in Gaza governorates and they are (769) teachers.

The researchers use probability random sample to select (237) participants.

A self- report structure questionnaire is used in this study.

The results of the study reveal that the pencil and paper is the first strategy with weight mean )%58.58(, followed by observation strategy, communication strategy, self-assessment strategy and performance-based assessment with weight mean (77.22, 75.60, 70.42, and 68.92) respectively.

Furthermore, the results show that there is a significant difference related to pencil and paper and observation strategies due to gender in favor of female teachers.

Also, there is a significant difference related to qualification in favor of Bachelor degree and less.

The study highlighted the main obstacles which face English teachers in the implementation of authentic assessment as follow: the load of teaching, crowded class and parents’ perceptions about authentic assessment.

The study recommends to offer a teacher guide about authentic assessment.