The Degree of Using Authentic Evaluation by International Schools Teachers in the Middle Schools from Their Viewpoint in Aljama ‘a District

Abstract

This study aimed to identify the degree of using of authentic evaluation by teachers of international schools in the middle school from the viewpoint of the teachers themselves in Aljama ‘a district. The study used the descriptive approach, through the development of the study tool, which is a questionnaire consisting of 50 paragraphs distributed in (5) fields, after confirming its sincerity and consistency. The sample of the study consisted of 360 male and female teachers of the middle school, who were chosen from international schools in Aljama ‘a district. The results of the study showed that the degree of use of international school teachers to realistic evaluation in the middle school from the point of view of the teachers themselves was high, as it showed the presence of a statistically significant difference in the degree of use of international school teachers due to the gender variable in favor of females, and the absence of a statistically significant difference attributed to the variable (experience) and the interaction between the two variables (gender and experience), and the absence of statistically significant differences attributed to the variable for academic specialization. The study suggested several recommendations, the most important of which is to enhance and encourage teachers to use realistic evaluation as an alternative to traditional evaluation because it has a great impact in increasing the interaction between the teacher and the student and thus increasing the desired results from the education process.

Keywords: Alternative assessment, International Schools, Middle School.

DOI: 10.7176/JEP/12-10-07

Publication date: April 30^th 2021