استخدام معلمي اللغة العربية لأساليب القياس التكويني في صفوف المدارس الابتدائية المشتملة على الطلبة ذوي صعوبات التعلم في مدينة جدة

Abstract EN

The current study aimed to identify the perspective of Arabic language teachers in their use of formative assessment methods in elementary school classes that include students with learning disabilities in Jeddah.

the study also aimed to identify the differences in opinions based on the following variables : (gender, and the number of courses obtained in the field of assessment and evaluation, and the grade they teach).

to achieve the study ; the two researchers used the descriptive survey approach, and a questionnaire was designed to collect data consisting of (15) items, and the study sample consisted of (107) teachers from Arabic language teachers in primary schools.

the study found that the degree of Arabic language teachers' use of formative assessment methods was high (3.178), as they see it.

the results also revealed statistically significant differences in the teachers' opinions about their use of formative assessment methods based on the variable number of courses in the field of assessment and evaluation, for the benefit of those who have obtained (7) courses or more.

in contrast, it did not reveal the existence of statistically significant differences attributed to the variables of gender and grade.