ممارسات التقويم عن بعد لمعلمي الرياضيات و معوقاتها في المملكة العربية السعودية في ظل جائحة كورونا

Abstract EN

The study aimed to investigate online assessment practices and tools implemented by mathematics male and female teachers from the perspective of their supervisors.

Also, it aimed to investigate the relationships of teachers' gender and number of training programs received by their supervisor in the field of online assessment.

as well as exploring the online assessment obstacles faced by teachers during math classes.

The study sample consisted of (41) math supervisors.

A survey of (38) items related to online assessment practices, tools, and obstacles faced by math teachers, was distributed.

The results showed a set of online assessment practices, tools, and obstacles faced by teachers during math classes.

The results also revealed a significant statistical difference at (α≤ 0.05) in the online assessment practices and tools implemented due to the kind of the teacher, while it didn't show a statistically significant difference at (α≤ 0.05) in the practices and tools used by teachers due to the number of training courses received by their supervisors.

The study concluded with recommendations for implementing more quality training programs for math teachers in the field of online assessment practices and tools including peer assessment, eportfolios, and rubrics.