توظيف استراتيجيات التقويم الواقعي و أدواته في تقويم طلبة المرحلة الأساسية العليا في المدارس الحكومية في منطقة الزرقاء الأولى-الأردن

Abstract EN

The objective of this research was to investigate the extent to which teachers have used Authentic Assessments and their tools in public schools in Zarqa First Directorate in Jordan.

The study used the survey method and quantitative qualitative analytical research method.

A questionnaire was designed and distributed among a sample of 100 teachers from various disciplines.

The results of the research showed that the degree of teachers' reliance on the authentic assessment strategies based on communication (questions and answers), observation (automatic), paper and pen (multiple choice) and self evaluation were the highest with average (4.55) out of (5).

As for the evaluation tools, Check Lists were the highest (4.99), followed by the Rating Scales (4.41).

The results of the research showed that there were no statistically significant differences due to variables gender, specialization or service variables, while there were statistically significant differences due to variable receiving training courses for realistic evaluation strategies.

According to the results, some recommendations were suggested to improve the evaluation of students in Jordan.