العوامل المعرقلة لكفايات تقويم العملية التعليمية لدى المعلم

Abstract EN

The present study attempts to uncover the status of the assessment process by reviewing several factors, based on studies and researches, which the researcher believes they are disruptive to the assessment proces; such as, the difficulty of measurement and evaluation, the formation process, the legislation process, the building and preparation of appropriate assessment methods, the curricula’s density, setting precise objectives, and correcting and reading of results.

This study is based on a fieldwork in an attempt to validate the following hypotheses: -We expect difficulties in assessment for teachers of middle school, - We expect that there are no differences in the assessment difficulties of the teachers of middle school according to the gender variable, or variable source configuration.

In the present study, we used a sample of 88 teachers (both males and females) and a questionnaire with appropriate statistical methods for analysis.

The results revealed that there exist difficulties in the assessment process with 86,30%.

Besides, the results showed that there are no differences due to gender variable, or source of training