Arabic Language teachers and Islamic Education teachers’ awareness of authentic assessment in Jordan

Al-Basheer, Akram A.; Ashraah, Mamdouh M.; Al-Smadi, Rana T.

doi:10.1080/13664530.2015.1064824

Cited by 7 publications

(9 citation statements)

References 9 publications

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“…This quick transformation led ministry of education in Jordan to take an advance step to set up platforms for students. It is taking into consideration the applying of authentic assessment for improving thinking skills, creative responses, focusing on the process more than the product, improving the ability to self-assess (Al-Basheer et al,2015). However, the awareness and capabilities of teachers, students and parents have contributed positively on switching immediately on online authentic assessments method.…”

Section: Discussionmentioning

confidence: 99%

“…Furthermore, assessment clarifies the strengths of students' academic accomplishment and their areas of weaknesses. (Al-Basheer et al, 2015). This is where alternative assessment or authentic assessment comes in.…”

Section: Authentic Assessment and Instructional Methodsmentioning

confidence: 99%

“…These goals include: improving daily life skills, thinking skills and creative responses, focusing on the process more than the product, enhancing the ability to self-assess, and collecting data on students' progress. (Al-Basheer et al, 2015). According to Abbas and Al Absi (2007), there are other benefits of authentic assessment; for instance, screening reading and learning disabilities, monitoring the learners' progress and analyzing the curriculum.…”

Section: Authentic Assessment and Instructional Methodsmentioning

confidence: 99%

“…In this way, the assessment looks like learning activities instead of secret tests. In authentic assessment, students practice high-level thinking skills such as making judgments and problem solving by using a variety of strategies and tools (Al-Basheer, Ashraah, & Alsmadi, 2015).…”

Section: Introductionmentioning

confidence: 99%

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What Is the Difference? Online and Face-to-Face Authentic Assessment Strategy

Boti¹,

E'layan²

2020

JSE

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Online learning has gained more attention in educational institutions recently, and various assessment strategies have been examined to improve performance. Despite these contributions, there is a lack of studies in eastern countries within their own contexts that investigate and compare online and face to face authentic assessment. The purpose of this research is to understand the effectiveness of online and face- to- face instructional methods on students’ performance based on authentic assessment strategy. To achieve this goal, a quantitative method is adopted and paired T- test is applied to analyze the data. The sample consists of 38 female students in sixth grade registered in English subject class in a primary school, and has been taught by the same instructor. The result shows that students who assessed during online class have achieved higher scores than those who assessed in the traditional section. However, the article has presented further explanation, discussion, and a direction for future research.

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Section: Discussionmentioning

confidence: 99%

Section: Authentic Assessment and Instructional Methodsmentioning

confidence: 99%

Section: Authentic Assessment and Instructional Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

What Is the Difference? Online and Face-to-Face Authentic Assessment Strategy

Boti¹,

E'layan²

2020

JSE

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“…Regarding the wellnesses and motivation for improving teaching, Al-Basheer, et al (2015) stated that there was no significant difference among experienced and non-experienced teachers in their teaching skills. In other words, they have the same teaching skills.…”

Section: Previous Studies About Teaching Arabic Languagementioning

confidence: 99%

Factors that Influence Evaluation Skills of Arabic Language Teachers in Saudi Arabia: A Regression Analysis Study

2020

JEP

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Evaluation of learning is a process used to maintain and improve the quality of education at all grade levels. Evaluation in any subject is becoming of increasing interest to the educational professionals. Best practice for classroom teachers for all school subjects includes active and continuous involvement in the evaluation process. In Saudi Arabia, teachers of Arabic language faced numerous obstacles, which are mostly attributed to the teachers' lack of alignment of planning, implementation, and evaluation of learning outcomes. The purpose of this study was to investigate factors that influence the evaluation skills of Arabic language teachers at all public and private schools in the Majmaah School District, Saudi Arabia. Using descriptive statistics and multiple regression, three research questions were answered. From the estimated population of 250-280 Arabic teachers, 158 individuals responded to a survey (response rate = 56.4% to 63.2%). Results indicated that all elements in the Evaluation Needs Scale were ranked between less needed and most needed (mean range = 2.61 to 2.44). Analysis revealed planning and implementation needs as predictors explained 47.10% of the variance (unique and shared) in evaluation needs, F (2, 157) = 70.80, p = .00. Of these two predictors, planning needs made the larger unique contribution. Implications for the professional development of Arabic teachers are discussed.

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