شبكة المعلومات العربية التربوية

This study aims to investigate the psychometric properties for teachers’ concepts of assessment, and to verify the extent to which the factor structure of the data of the Saudi teachers correspond to the data original text. The study also aims to identify the differences between study groups in the concepts of evaluation according to the variables of gender, experience, training, and educational stage. The scale was applied to a sample of (947) male and female teachers, working in the three educational stages in the Kingdom of Saudi Arabia. The results indicated non-conformity of the factor construction model to the scale based on the New Zealand sample data, but the adaptation of this model led to the exclusion of ten phrases, so the scale in its final version contained (40) phrases and two factors of the first degree and two factors of the second degree. Also, the results indicated that the scale has high stability coefficient values. When examining the differences between the groups in the four concepts of the evaluation, the results showed that there were no differences between these groups according to the variable of experience, gender, and academic specialization, while there were significant differences between the groups on the concepts covered by the scale due to the educational stage variable at the level of significance ≤0.05α. However, there were significant differences between teacher groups based on education levels on positive assessment concepts in favor of secondary teachers in the positive concepts that included school accounting, student accounting, and improvement. (Published abstract)