مدى استخدام معلمات الدراسات الاجتماعية لأدوات التقويم التكويني ومعوقات استخدامها من وجهة نظر المعلمات والموجهين في الحلقة الأولى من التعليم الأساسي في سلطنة عمان.
Author
العلوية, نادية بنت عوض بن خميس.
English abstract
This study aimed at investigating the extent of which social studies teachers use formative evaluation and the difficulties of using it from the point view of teachers (females) and supervisors in the first cycle of basic education in the Sultanate of Oman. The sample of the study consists of 1159 teachers and şupervisors. A questionnaire was used to collect the data that was analyzed by SPSS program. The study answered the following questions: 1- To what extent social studies teachers use formative evaluation in basic education? Do social studies teachers' responses to the degree of using formative evaluation differ due to the student level of in the first circle of basic
education? 3 Do social studies teachers' responses to the degree of using formative evaluation differ due to their position (teachers or supervisor)? 4- Do social studies teachers' responses to the extent of using formative evaluation differ due to their area of specialization (subject)? 5- Do social studies teachers' responses to the extent of using formative evaluation differ due to the instruments used? 6- What are the difficulties of using formative evaluation in social studies from the point view of teachers and supervisors? To answer these questions, the researcher used descriptive research approach. The validity and reliability of the instruments was checked The questionnaire consisted of two parts. The first part includes closed questions about the extent of which social studies teacher use formative evaluation. The second part includes open ended questions about the difficulties of using formative evaluation in social studies teacher encounter.
The results showed the following: 1- Social studies teachers use of some formative evaluation instruments. These instruments were limited to the five instrument included in the questionnaire. 2- There was no significant difference in using formative evaluation due to teachers' classrooms and position. 3- There was a significant difference in using formative evaluation due to teachers' specialization and the instruments used for evaluation. 4- Social studies teachers have several difficulties in using formative evaluation. According to these results, the researcher provided some recommendations and suggestion for using formative evaluation.
