ممارسات التقويم من أجل التعلم (AFLP)‎ لدى معلمي الرياضيات للمرحلة الأساسية في المدارس الحكومية بالخليل من وجهة نظرهم

Abstract EN

The present study aimed to identify the practices of assessment for learning (AFLP) among the mathematics teachers of the basic stage in the government schools of Hebron from their Perspective.

It also aimed to test the significance of differences between the mean degree practices, according to these variables : sex, qualifications, and experience.

To achieve these goals, the questionnaire of the study was applied, after establishing its validity and reliability, on a sample of (221) teachers who were selected in a stratified sample manner from all mathematics teachers in the directorates of education in the Hebron District.

The results showed that the degree of the assessment for learning for mathematics teachers is high .The field of "classroom questions" was first in order, followed by the field of "engaging students in the learning objectives" then the field of "feedback", and last in arrangement came the field of "self-evaluation and evaluation of peers".

Results also revealed the presence of statistically significant differences at (α = 0.05) between the mean degree of practice according to the variable of experience for the benefit of those whose experience between (5-10 years) and for those whose experience exceeds 10 years, Meanwhile, differences were not significant according to the variables of gender and qualifications.