تقييم تحصيل الطالب الواحد في المشروع الجماعي في التعليم الثانوي

Abstract EN

The purpose of this research is assessing individual student’s achievement and contribution to group project in secondary education, based on the holistic group score, and individual score assigned by teachers, as well as individual scores obtained from student self assessment, and peer assessment.

The sample consisted of 90 students (45 males, and 45 females) drawn from 2 secondary schools ; one for males and the other for females; randomly selected from a total of 34 secondary schools (14 female schools, and 20 male schools).

Besides, the researcher selected 3 courses from each level (1st, 2nd, and 3rd secondary), as well as randomly selecting 5 students per course to fulfill the group project in which the teachers determined its nature and scope.

The research results indicated high mean scores for both holistic and individual ratings of teachers, as well as student self assessment and peer assessment ratings; for males and females, with slight differences among courses and across classroom levels, as reflected in the standard deviation values.

In addition the “true” (expected) students’ scores were very high across classroom levels and among courses.

The results also revealed high values of Cronbach alpha reliability coefficients regarding male and female teachers’ ratings of individual student’s contribution to the group project (1st secondary 0.86, 2ndsecondary 0.79, 3rd secondary 0.74).

With respect to students’ ratings, the Cronbach alpha reliability coefficients were high for the 2nd secondary (0.84), butmoderate for 1st secondary (0.59), and 3rdsecondary (0.67).

The researcher proposed some recommendations for more research on the topic, taking into consideration some real field and psychometric concerns that need to be addressed prior to conducting research such as training both teachers and students on rating individual student’s contribution to group projects, utilizing scoring rubrics, and implementing more than one method for assessing the individual student’s contribution to group projects.