درجة معرفة معلمي الدراسات الاجتماعية للتقويم الواقعي، و ممارساته، و صعوبات استخدامه في مدارس وكالة الغوث الدولية في الأردن

Abstract EN

This study aims to reveal the degree of social studies teachers’ knowledge of the authentic assessment, its practices and usage difficulties in the UNRWA schools in the light of some variables.

Study sample consisted of (35) male and female social studies teachers in the UNRWA schools in.

Jordan randomly selected.

To achieve the study’s goals, a test which consists of (20) items is prepared to measure the degree of the social studies’ teachers’ knowledge of the Authentic Assessment, and a survey list consisting of (20) practice, to measure the degree of their Authentic Assessment practice.

Moreover, a questionnaire consisting of (15) difficulties encountering them during their use of the Authentic Assessment strategies and tools.

Study results showed that the social studies teachers’ knowledge and practicing the Authentic Assessment was at a medium degree, while the difficulties that encounter teachers of social studies during the use of the Authentic.

Assessment came at a high degree.

Also, the results showed apparent statistically significance differences (α ≥ 0.5) between the means of the sample’s individuals assessment regarding the degree of Authentic .Assessment knowledge and practice, and its usage difficulties that can be attributed to gender variable in favor of females, and the absence of differences between the means of the sample’s individuals .Assessment regarding the degree of Authentic Assessment knowledge and practice that can be attributed to the teaching experience variable.

The results showed that there are statistically significant differences in the Authentic Assessment usage difficulties that can be attributed to the teaching experience in favor of the Assessment of those with teaching experience (1-5 years), and the absence of differences between the means of the sample individuals' Assessment at the degree of knowledge, practicing and usage difficulties of the Authentic Assessment that can be attributed to the interaction of the gender and teaching experience variables.

The researchers recommended reconsidering the training programs provided to the teachers in service in the field Authentic Assessment strategies and tools.