واقع الممارسات التقويمية لمهارات الفهم القرائي في ضوء اختبار PIRLS من وجهة نظر المعلمين

Abstract EN

The study aimed to identify the assessment practices for evaluating reading comprehension skills in light of the international PIRLS tests, and to reveal the difficulties teachers face during the assessment process, and the role of gender, qualification and experience in the differences in the use of assessment practices.

For Arabic language teachers, and to achieve these goals, a sample was selected to verify the psychometric characteristics of 112 (63 teachers, 49 teachers), and a final sample of 282 (128 teachers, 154 teachers).

That the evaluation of practices was high or very high.

The evaluation of the difficulties was moderate.

The difficulties that received a greater appreciation of them: the large number of teachers' burdens, the diversity of tools that require a longer time in application.

As well as the presence of statistically significant differences between males and females in evaluating evaluation practices as a total score, experimental evaluation practices, and non-experimental evaluation practices in favor of females, while there were no differences between them in the assessment of difficulties