درجة استخدام معلمي اللغة العربية بالمرحلة المتوسطة لأساليب التقويم اللغوي ضمن متطلبات التعليم عن بعد

Abstract EN

This study aimed to identify the degree to which Arabic language teachers in the intermediate stage use linguistic assessment methods within the requirements of distance education.

the researcher used the descriptive approach, and designed a tool (a questionnaire) addressed to teachers of the Arabic language, and it consisted of (4) linguistic assessment domains.

each domain includes sub-methods represented in the following: the domain of self-evaluation, the domain of performance-based evaluation, the domain of peer evaluation, and the domain of the achievement file.

mail.

after verifying the validity and reliability of the tool, it was applied to a sample of (253) teachers of the Arabic language in the teaching of Taif.

the results showed that the self-evaluation method obtained the highest arithmetic average, and the degree was high, as it reached (4.12), while the axis of the achievement file method came with the lowest arithmetic average, and the score was high with an average of (3.99), and the degree was high for the linguistic evaluation methods scale within the requirements of distance education.

.

and there were no statistically significant differences in the degree of Arabic language teachers’ use of language evaluation methods in the middle stage according to the educational qualification variable, and there were no statistically significant differences in the degree of Arabic language teachers’ use of linguistic evaluation methods according to the variable years of experience.

the study recommends preparing a guide for the teacher on how to employ language assessment methods in light of the requirements and importance of distance education.