Utilizing realistic assessment strategies and tools in the assessment of students of the upper elementary stage in public schools in Zarqa I – Jordan
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.
Keywords: Evaluation, Assessment Strategies, Assessment Tools, Authentic Assessment, Educational Evaluation
يسرى عبدالرحيم يوسف النجار
قسم التدريب والتأهيل والإشراف التربوي || تربية الزرقاء الأولى || وزارة التربية والتعليم || الأردن