شبكة المعلومات العربية التربوية

The present study aimed to identify the difficulties that hinder the application of continuous assessment in the light of the rewritten curricula in the primary stage from the teachers point of view as they are implementers of the curricula. This study was based on a descriptive analytical approach, using four tests applied to a sample of teachers of primary education consisting of 290 teachers of both sexes. They were selected in a stratified random sampling method. The present study found several results, among which the most important was that the difficulty of applying the continuous assessment in primary education is related to the overcrowding and the use of multiple methods, while using of networks was of less difficulty degree according to them. (Published Abstract)