شبكة المعلومات العربية التربوية

This study aimed to reveal the degree of the agreement between science teacher’s beliefs about the importance of continuous evaluation and their practice to its methods in evaluating students’ learning at mecca region. The sample of the study consisted of (80) teachers of secondary stage, and (300) students. To achieve the objectives of the study the researchers used two instruments, the first was a questionnaire for teachers’ beliefs about the importance of continuous evaluation in evaluating students’ learning, and the second was a questionnaire for practicum of these believes. Content validity of the tools were verified from a group of specialists, and the construct validity by calculating correlation coefficient of each item with the instrument as a whole. The reliability of the tools the results of the study showed that the science teachers’ beliefs about the importance of continuous evaluation was moderate with an average of (3.65), and the practice of science teachers of the methods of continuous evaluation was also moderate with an average of (3.38). The results indicated that there is statistically significance of agreement between science teacher’s beliefs about importance of continuous evaluation, and their practice of its methods, with a correlation coefficient of (0.43). In light of the results of the study, the study recommended who are responsible for developing education process to activate the use of continuous evaluation by teachers through carrying out training courses, and initialization appropriate educational environments that contribute to the activation of this use. (Published abstract)