أثر استخدام استراتيجية التقويم التكويني على تحصيل التلاميذ و بقاء أثره في مقرر التجويد لتلاميذ الصف السادس الابتدائي

Abstract EN

This study aimed to identify the impact of the use of formative evaluation strategy on students' attainment and the survival of its impact in Tajwid (rules of Qur’an recitation) for sixth graders primary.

The study sample, (40 students), was divided randomly into two groups; one experimental studying the issue almaddallazim (The Compulsory Lengthening) and with this group the formative evaluation strategy was used, and the other was a control group studying the same subject in the usual way.

Among the most prominent findings of this study: That the experimental group had reached required levels of proficiency in (memory, comprehension), while it did not reach the required level of proficiency in (application).

Also, there are differences between the means of the attainment of the experimental and control groups in all levels and in the overall total for all levels.

The differences came in favor of the experimental group.

In addition, there are no statistical differences found between students' attainment in the test carried out straightaway after the experiment and in the test carried out two weeks later which indicates that students were able to retain what they learnt during the experiment.

In light of the findings of this study, various recommendations were proposed, including: emphasising the need to use formative evaluation strategy by teachers of tajwid at the elementary level.