شبكة المعلومات العربية التربوية

هدف البحث إلى الكشف عن مستوى ممارسة معلمي الرياضيات ومعلماتها بالمرحلة الابتدائية لأدوات التقويم المستمر وأسباب تعديل لائحة التقويم من وجهة نظر مشرفي الرياضيات ومشرفاتها، واستخدم البحث المنهج الوصفي المسحي والاستبانة أداة له، وتكونت عينة البحث من (12) مشرفاً، و(18) مشرفة وهم كامل مجتمع البحث بمنطقة القصيم، وتوصل البحث لمجموعة من النتائج يتلخص أهمها فيما يلي: 1) أن درجة ممارسة معلمي الرياضيات ومعلماتها لأدوات التقويم المستمر تراوحت بين عالية وضعيفة. 2) أن أدوات التقويم المستمر، والتي يمارسها معلمو الرياضيات ومعلماتها بدرجة عالية هي: "التدريبات والأنشطة والتمارين الصفية"، و"الواجبات المنزلية" فقط. 3) أن أدوات التقويم المستمر والتي يمارسها معلمو الرياضيات ومعلماتها بدرجة متوسطة هي: "الاختبارات المقالية القصيرة"، "الاختبارات الموضوعية"، و"الاختبارات الشفهية". 4) أن أدوات التقويم المستمر والتي يمارسها معلمو الرياضيات ومعلماتها بدرجة ضعيفة هي:

This research was intended to explore elementary school mathematics teachers’ use of assessment strategies and reasons to modify the list of strategies from mathematics supervisors’ points of view. The survey descriptive method was used, with a questionnaire as the data-gathering tool. The sample consisted of twelve male supervisors and eighteen female supervisors, representing the entire research population in the Qassim region. The most important findings of the study can be summarized as follows: 1) The degree to which mathematics teachers used continuous assessment strategies ranged from low to high. 2) The continuous assessment strategies used most frequently were "in- class practices, activities, and exercises " and "homework" only. 3) The continuous assessment strategies used less frequently were "educational projects," "portfolios," "performance tasks," and "classroom observations." 4) There was no difference (at a= 0.05) between the means of male and female teachers’ practices as perceived by the sample based on the variables of the gender, teaching experience, and academic qualification. 5) The means of supervisors’ degree of approval for amending the list of strategies, related to outputs, ranged from 3.86 to 4.00, with a general mean of 3.94, indicating high supervisor approval. 6) The means of supervisors’ approval for amending the list of strategies, related to the nature of the strategies for continuous assessment, ranged from 3.68 to 4.25, with a general mean of 4.04, indicates that the degree of approval was high. 7) The means supervisors’ approval for amending the list of strategies, related to the teacher, ranged from 3.64 to 4.50, with a general mean of 4.02, indicates that the degree of approval was high. 8) There was no difference (at 0.0a 0.05) between the two means of the study sample regarding their selection of the reasons for amending the continuous assessment list based on the variables of “gender, teaching experience, and academic qualifications.” Based on the findings of this study, a group of recommendations and research directions has been suggested by the researchers. (Published abstract)