مستوى تضمين مهارات التقويم البنائي في مقرر الكيمياء (1) نظام المقررات للمرحلة الثانوية



The study aimed to identify inclusion level of formative assessment skills in chemistry textbook (1) in secondary school. A descriptive method was used in this research study. In order to achieve the objectives of the study, the researchers designed an analytical tool for data collection, consisting of three parts: explaining the skills of formative assessment, indicators, and instructions for selecting the unit of analysis. The study concluded that the level of inclusion of formative assessment skills varied in chemistry textbook (1) between (13.5% - 38%). Also, results revealed that percentages of inclusion for formative assessment skills as follows: feedback (38%), motivation and scientific discussion (33.3%), self-assessment (15.2%), and student’s engagement and motivation (13.5%). Therefore, the study posted a number of recommendations and suggestions for further research studies. (Published Abstract)