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|Title||The reality of the practice of teachers of Islamic education for methods of alternative assessment and ways of developing them in the basic stage in Gaza|
|Title in Arabic||واقع ممارسة معلمي التربية الاسلامية لاساليب التقويم البديل وسبل تطويرها في المرحلة الاساسية الدنيا بغزة|
This study aims at identifying the status of practicing Alternative Assessment by the Islamic education teachers of the elementary schools in Gaza. To achieve the above objective, the researchers used the descriptive analytical approach to conduct this study. The researchers also designed the tools of the study which are a questionnaire and a focal group to collect the necessary data. The researchers also selected all the teachers of Islamic education in the elementary stages in the directorate of education in the middle governorate whose number was (24 male teachers) and (91 female teachers) as the study sample. The most important findings of the study: The degree to which the Islamic education teachers in the elementary stages practice the alternative assessment methods for evaluation was high where the arithmetic mean of all the paragraphs of the questionnaire was (3.74) with a percentage of 74.79% and this is deemed a high percentage according to the standard adopted by the study & There are statistically significant differences between the mean scores of the sample in degree to which the Islamic education teachers in the elementary stages practice the alternative assessment methods in the field of assessment based on performance and observation, performance evaluation by written tests, and in the total score of the questionnaire attributed to gender in favor of females &There were no statistically significant differences in several fields which are: the field of assessment through activity files, self-evaluation, and performance evaluation by interviews and oral tests.&There were no statistically significant differences between the mean scores of practicing alternative assessment methods by Islamic education teachers of the elementary grades attributed to the educational qualification variable (diploma, bachelor degree or higher).The most important recommendations of the study Preparing a teacher's guide for the use of alternative assessment methods for the elementary stages.
|Published in||مؤتمر الدراسات العليا العاشر|
|Publisher||جامعة النيلين بالسودان|
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