فعالية التقويم التكويني في تحسين الفعالية الذاتية الأكاديمية و استراتيجيات التعلم المنظم ذاتيا لدى تلاميذ السنة الرابعة متوسط

Abstract EN

The research aimed to verify the effectiveness of formative assessment (self- and peer-assessment) in improving academic self-efficacy and self-regulated learning strategies for fourth-year middle school students.

The sample consisted of 107 male and female students, whose ages ranged between (13-18) with an average of (15.

09).

year and standard deviation (1, 12).

The academic self-efficacy scale of (Al-Zahrani, 2020) and the scale of self-organized learning strategies (Ibrahim, 2001) were applied to a sample of students in the pre-test, then the two scales were re-applied after introducing the method of self-evaluation and peer assessment.

The study found that there were statistically significant differences at 0.

001Between the average ranks of the tribal and remote measurements in academic self-efficacy in favor of the dimensional measurement, while there are no statistically significant differences at 0.

05 between the average ranks of the tribal and remote measurements in the strategies of self-organized learning among the fourth year students average.

This confirms the effectiveness of formative evaluation (self- and peer evaluation) in improving academic self-efficacy, and its ineffectiveness in improving self-organized learning strategies.