معيقات تطبيق التقويم الحقيقي كما يراها معلمو اللغة العربية و مديرو مدراس المرحلة الأساسية الدنيا في قطاع غزة و اتجاهاتهم نحوه

Abstract EN

The study aimed at identifying the main obstacles of applying authentic assessment from perspectives of teachers Arabic language and head teachers of low basic schools at Gaza strip and their attitudes towards it according to these variables: the job, qualification and the supervising institution.

It also sought to specify the level of their attitudes towards it.

The study used the descriptive methodology.

The study also used the following instruments: a questionnaire that consisted of (23) paragraphs and a scale attitudes that consisted of (17) paragraphs.

These tolls were applied on a non-proportional sample of (159) person.

They were distributed to (99) teachers and (60) head teachers.

Results showed that the total degree of obstacles that were related to applying of the authentic assessment was with an average of (3.395).

The findings of study also demonstrated that obstacles related to students that parents neglect to follow-up their children during implementing their homework activities.

In addition, the students' reliance on their parents or other people in carrying out their homework activities.

Furthermore, the main obstacles related to the teacher are first, the overcrowded students that impede teachers to apply and follow up the authentic assessment activities.

Secondly, the administrative and technical factors that reduce the sound practices of the authentic assessment strategies.

Moreover, the most important obstacles related to regulations and laws are the abundance of competencies of Arabic language included in the authentic assessment increases of the difficulty of applying the authentic assessment as well as the large number of the assessment activities for Arabic language skills.

The results showed also that there were not statistically significant differences in the responses of the study sample about the obstacles of applying the authentic assessment and their attitudes towards it due to the variables: the job, the qualification, and the supervisory institution.