فاعلية أدوات التقويم الإلكتروني على تعلم الطلبة في ظل جائحة كورونا من وجهة نظر معلمي رياضيات المرحلة الإبتدائية في دولة قطر
The current study aimed to identify the degree of the effectiveness of electronic assessment tools on students’ learning during the COVID-19 pandemic from the point view of mathematics teachers for the primary stage in the state of Qatar. The current study was based on five electronic assessment tools: electronic tests, electronic assignments, electronic portfolio, electronic projects, and electronic diaries. The study also aimed to reveal the possibility of any differences in the average responses of sample members to the effectiveness of electronic assessment tools depending on the grade, training courses and number of years of experience. To achieve the objectives of the study, the researcher used the descriptive analytical approach, and the sample of the study consisted of (202) teachers and mathematicians for the primary level of the upper grades, and the questionnaire adopted a tool for study, and its sincerity and stability that verified. The researcher has found several conclusions; the following are the most important ones: The degree of the effectiveness of electronic assessment tools on Students’ Learning during the COVID-19 Pandemic from the Point View of Mathematics Teachers was medium to high in the resolution. The results of the study also showed a variation in the degree of effectiveness of electronic assessment tools, where the degree of effectiveness of both electronic portfolio and electronic projects was high, while the results of the study showed an average effectiveness of both electronic diaries, electronic tests, and electronic assignments. There are also no statistically significant differences in the effectiveness of electronic assessment tools on students' learning due to classes, training courses or years of experience. In the lights of the conclusions of the research, the researcher recommends inter alia include: Diversity in the use of electronic assessment tools and focus on the use of electronic portfolio and electronic projects because of its high effectiveness in learning mathematics students, in addition to motivating teachers and encouraging them to pay attention to the use of electronic assessment tools. The study also recommends further research about electronic assessment on post- COVID-19 Pandemic and studying the effectiveness of other electronic assessment tools not addressed in the current study and at other educational stages and various study materials. (Author's abstract)