The Reality of Using of Primary School Teachers to Alternative Assessment Strategies and its Tools in Public Education Schools in the City of Hail in The Kingdom of Saudi Arabia
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Abstract
The aims of the study is to reveal the reality of the primary grade teachers` use for alternative assessment strategies and tools in public education schools in Hail city, kSA. In order to achieve the objectives of the research, the authors used the descriptive survey approach, through preparing a tool to collect the research data, which represented in the questionnaire its final form of (56) sub-paragraphs, distributed on two main axes, the axis of alternative assessment strategies, the axis of alternative evaluation tools. The questionnaire was applied to a sample of (307) teachers of the primary grades in the public education schools in Hail city. After processing the data statistically, the results showed that, the degree of use of alternative assessment strategies and tools by primary school teachers came with a (high) degree of use. The results also showed that there were no statistically significant differences in the primary grade teacher’s levels of use for alternative assessment strategies and tools due to the years of experience variable. In addition there were statistically significant differences in the levels of use of primary grade teachers for alternative assessment strategies and tools attributed to the variables (academic qualification and training courses). In light of the results of the research, a set of recommendations were developed.
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References
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