درجة ممارسة التقويم الواقعي من وجهة نظر العلمين والطلبة في الرحلة الأساسية في الأردن
This study aims to determine the level of practicing the authentic assessment among primary school students from the perspective of teachers and students. It also aims at identifying the level of practicing the authentic assessment among primary school teachers depending on their (gender, experience...
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| Summary: | This study aims to determine the level of practicing the authentic assessment among primary school students from the perspective of teachers and students. It also aims at identifying the level of practicing the authentic assessment among primary school teachers depending on their (gender, experiences, educational qualifications, and training courses), and also from the students’ point of view based on their (gender and classroom level). In order to achieve these goals, the current study sets out a scale to identify the level of the authentic assessment to examine the level of practicing the authentic assessment among teachers (as they are responsible on assess the students inside the classroom) and students (as they are considered as main element in the process of the authentic assessment). The scale of the current study consisted of 7 strategies: Reflection, Performance Based Assessment, Communication, Written Assessment, Student file, Teacher Record (Storytelling), Rating Scale. The questionnaires of this study were distributed on 8th and 10th grade teachers and students. The findings of this study revealed that these seven strategies have positive effect on students, where the scale’s means from the perspective of the teachers comprises (2.87), and from the perspective of students (2.92), while the level of the assessment was intermediate. The current study found differences in the T-test examination between the teachers and students in the level of practicing the authentic assessment. The findings indicated that there is no differences among the teachers in using the strategies based on their (educational qualifications, training courses, and specializations), where there were significant differences among students based on their (gender and classroom grade). This study sets out some recommendations for the teachers and students. This study hopes to provide the Ministry of Education in the Hashemite Kingdom of Jordan (supervisors, management courses, and tests and evaluation management) clear vision and realistic about the practices of the authentic assessment among teachers in the primary school, and to determine the weakness points in the process of assessment in order to be in consideration in the teachers training programs. |
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