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The degree of Sciences Teachers Practice of Formative evaluation methods from subjectivity evaluation point of view A field study on a sample of science Teachers for fourth grade in the first section

درجة ممارسة معلمي مادة العلوم لأساليب التقويم البنائي من وجهة نظر تقويمية ذاتية دراسة ميدانية على عينة من معلمي الصف الرابع في مدارس الحلقة الأولى في مدينة اللاذقية

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 Publication date 2021
  fields Psychology
and research's language is العربية
 Created by Shamra Editor




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The research aims to monitor the degree of sciences teachers practice fourth grade of formative evaluation methods from their point of the view in the light of developed curricula. The researcher has constructed a questionnaire that included Formative evaluation methods used in evaluating sciences subject. As well, asking one question for the aim of knowing the difficulties and obstacles limiting the degree of sciences teachers practice of formative evaluation methods. The research conducted a set of results indicating the existence of a high level practice of Formative evaluation methods by science teachers of the fourth grade concerning class discussion, exercises, worksheets and follow-up, learner performance observation, self-evaluation. The results have also shown that there are statistically significant differences between the research medium degree members to that of the method to the number of experience in favor of teachers with more than ten years of experience, the results have also shown that there are statistically significant differences between the research medium degree members to that of the method to the scientific qualification in favor of teachers with higher educational qualifications.


Artificial intelligence review:
Research summary
تهدف الدراسة إلى قياس درجة ممارسة معلمي مادة العلوم للصف الرابع لأساليب التقويم البنائي من وجهة نظرهم في ضوء المناهج المطورة. استخدمت الباحثة استبانة تضمنت أساليب التقويم البنائي، بالإضافة إلى سؤال مفتوح لمعرفة الصعوبات التي تواجه المعلمين في تطبيق هذه الأساليب. أظهرت النتائج أن هناك درجة ممارسة مرتفعة لأساليب التقويم البنائي، مع وجود فروق ذات دلالة إحصائية بين المعلمين تبعاً لعدد سنوات الخبرة والمؤهل العلمي، حيث كانت الفروق لصالح المعلمين ذوي الخبرة التي تزيد عن عشر سنوات وذوي المؤهل العلمي الأعلى. كما أظهرت النتائج وجود بعض العراقيل التي تحد من درجة ممارسة المعلمين لأساليب التقويم البنائي، مثل عدد التلاميذ الكبير في الصف، وقلة الوسائل التعليمية، وضيق وقت الحصة الدراسية، وضخامة المنهاج.
Critical review
دراسة نقدية: الدراسة قدمت إسهاماً مهماً في فهم درجة ممارسة معلمي العلوم لأساليب التقويم البنائي، ولكن هناك بعض النقاط التي يمكن تحسينها. على سبيل المثال، كان من الممكن أن تشمل الدراسة عينة أكبر من المعلمين لتكون النتائج أكثر تعميماً. كما أن الدراسة ركزت بشكل كبير على الجوانب الكمية دون التعمق في الجوانب النوعية التي قد تقدم فهماً أعمق لتجارب المعلمين. بالإضافة إلى ذلك، كان من الممكن أن تتضمن الدراسة مقترحات عملية أكثر تفصيلاً لحل المشاكل التي تواجه المعلمين في تطبيق أساليب التقويم البنائي.
Questions related to the research
  1. ما هي أساليب التقويم البنائي التي تم تقييمها في الدراسة؟

    أساليب التقويم البنائي التي تم تقييمها تشمل المناقشة الصفية، الأنشطة الصفية والتدريبات، أوراق العمل ومتابعتها، ملاحظة أداء المتعلم، والتقويم الذاتي.

  2. ما هي الفروق التي وجدت بين المعلمين تبعاً لعدد سنوات الخبرة؟

    وجدت الدراسة فروقاً ذات دلالة إحصائية لصالح المعلمين الذين لديهم خبرة تزيد عن عشر سنوات.

  3. ما هي الصعوبات التي تواجه المعلمين في تطبيق أساليب التقويم البنائي؟

    الصعوبات تشمل عدد التلاميذ الكبير في الصف، قلة الوسائل التعليمية، ضيق وقت الحصة الدراسية، وضخامة المنهاج.

  4. ما هي التوصيات التي قدمتها الدراسة لتحسين تطبيق أساليب التقويم البنائي؟

    التوصيات تشمل عقد دورات تدريبية مكثفة، تشجيع التنويع في أساليب التقويم، زيادة وقت الحصة الدراسية، تخفيض عدد التلاميذ في الصف، وتجهيز الغرف الصفية بالوسائل التعليمية اللازمة.


References used
Tatar, N; Buldur, S, 2013-Improving preservice science teachers' self-efficacy about the use of alternative assessment: Implicationfor theory and practice. Journal of Baltic Science Education. Vol. 12, n°4, Cumhuriyet University, Turkey, 453 –464.
SCALLON,G,1988-L'évaluationFormativedesApprentissages Québec: presse de l'université Laval, 161p
ROMAINVILLE, M; GOASDOUE, R; VANTOUROUT, M, 2013-Evaluation et Enseignement superieur. Bruxelles: De Boeck, 411p
ROMAINVILLE, M; REGE COLER, N, 2006-La pratique enseignante en mutation à l'université. Bruxelles: De Boeck, 256p.
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