درجة ممارسة استراتيجيات التقويم الواقعي لدى معلمي و معلمات المرحلة المتوسطة في محافظة الدمام

Abstract EN

This study aimed at identifying the extent to which Arabic and Islamic Studies Dammam middle school teachers implement authentic forms of assessment; namely: performance-based assessment, pencil and paper assessment, observation assessment, communication assessment and self-assessment.

The study also sought to identify the extent to which such assessment practices are related to and impacted by gender, qualification and experience variables.

The study used analytical descriptive approach in designing a survey which highlighted the above mentioned assessment practices.

Having ensured the reliability and validity of the survey, the researchers administered the survey to a study sample of 199 male and female teachers in Dammam.

Findings revealed average overall results in terms of implementing these assessment strategies with a mean of 3.07.

Frequency of implementation came in the following order: paper and pencil assessment strategy came in the first position, followed by performance assessment, communication assessment, observation assessment and self-assessment which came in the last position.

Results also showed the presence of statistically significant differences in the degree of practicing authentic assessment strategies related to gender in favor of males and related to experience in favor of those with less than (5) years of experience.

No statistically significant differences related to qualification were found at the level of (0.05).