استخدام استراتيجيات التقويم البديل و أدواته في تقويم تعلم الرياضيات و اللغة العربية في الأردن

Abstract EN

The study aimed at investigating the degree of Mathematics and Arabic teachers’ using of the alternative assessment strategies and its tools in Jor- dan.

To achieve the objectives of the study; a questionnaire was built and it was distributed over (86) teachers, and semi- structured interviews were con- ducted with (20) teachers from the two specializations.

Results of the study- revealed that the degree of teachers7 using for the pencil and paper strategy was high, while it was intermediate for the use of performance -based assess- ment strategy, the observation strategy, and the communication strategy, and it was low for the reflection assessment strategy and in the use of the alternative assessment tools.

Results also revealed that there were no statistically signifi- cant differences in the degree of teachers7 using for the alternative assessment strategies related to the effect of teachers’ specialization.

Whereas, there was statistically significant differences related to the effect of number of years of experience and to the effect of the training courses.

Recommendations were offered in the light of the study.