درجة إستخدام معلمي الرياضيات لمهارات التقويم الإلكترونية في الأردن

Abstract EN

This study aims to investigate the degree to which mathematics teachers use digital evaluation tools in Jordan.

The sample of the study consisted of 124 teachers of mathematics in Amman schools.

To achieve the goals of the study, an observation card was developed for mathematics supervisors and coordinators to observe the degree of mathematics teachers’ use of digital evaluation tools.

An observation card for electronic evaluation tools was prepared consisting of five main areas: electronic tests (concurrent, asynchronous), electronic worksheets (concurrent, asynchronous), discussions and dialogue across forums, electronic reports and files, and electronic interviews.

The results of the study showed that the degrees of mathematics teachers’ use of digital evaluation tools are in descending order as follows: The focus of electronic worksheets was 62.33%, electronic tests was 61.00%, discussions and dialogue across forums was 59.53%, electronic reports and files was 58.33%, electronic interviews was 58.00%, and a full degree (59.53%) for the use of electronic evaluation tools.

Also, the results of the study showed a statistically significant difference at a = 0.05 between the arithmetic mean of the degrees of teachers who have educational qualifications and those who did not have the degree of their practice of electronic evaluation skills in mathematics for the benefit of those who have educational qualifications.

The study results also did not show a statistically significant difference at a = 0.05 between the arithmetic mean for the scores of male and female teachers in their degree of practicing digital evaluation skills in mathematics.

In light of the study results, the researcher recommends the necessity of using digital evaluation skills in teaching mathematics.