شبكة المعلومات العربية التربوية

هدفت هذه الدراسة إلى تقصي درجة استخدام معلمي التكنولوجيا في المرحلة الثانوية لأساليب التقويم المستمر في المحافظات الجنوبية لفلسطين، حيث استخدم الباحث المنهج الوصفي التحليلي، وقد قام الباحث ببناء أداة الدراسة التي تمثلت في الاستبانة. وقد تكونت عينة الدراسة من جميع معلمي ومعلمات التكنولوجيا للمرحلة الثانوية بمديرية غرب غزة وعددهم (60) معلماً ومعلمةً، وبعد تطبيق المعالجات الإحصائية. أظهرت النتائج أن درجة تطبيق معلمي ومعلمات التكنولوجيا لأساليب التقويم المستمر كانت كبيرة، كما أظهرت النتائج وجود فروق دالة إحصائياً بين استجابات أفراد العينة تعزى لمتغير الجنس لصالح الإناث، ولا توجد فروق دالة إحصائياً بين استجابات أفراد العينة تعزى لمتغير المؤهل العلمي وسنوات الخبرة، وفي ضوء النتائج السابقة توصي الدراسة بضرورة توظيف أساليب التقويم المستمر لما لها من أثر إيجابي على تعلم الطلبة. كما توصي الدراسة بدراسة واقع استخدام المعلمين لأساليب التقويم المستمر على مراحل عمرية أخرى، وعلى تخصصات أخرى. (الملخص المنشور)

This study aimed to investigate the degree to which technology teachers in the secondary stage use continuous assessment methods in the southern governorates of Palestine. The researcher used the descriptive and analytical approach. The researcher built the study tool, which was the questionnaire. The study sample consisted of all male and female technology teachers in the secondary stage in the West District. Gaza, numbering (60) male and female teachers. After applying statistical treatments, the results showed that the degree to which technology teachers applied continuous evaluation methods was large. The results also showed that there were statistically significant differences between the responses of the sample members due to the gender variable in favor of females, and there were no statistically significant differences between the responses. Sample members are attributed to the variable of academic qualification and years of experience. In light of the previous results, the study recommends the necessity of employing continuous evaluation methods because of their positive impact on students’ learning. The study also recommends studying the reality of teachers’ use of continuous evaluation methods at other age levels and in other specializations. (Published abstract)This study aimed to investigate the degree to which technology teachers in the secondary stage use continuous assessment methods in the southern governorates of Palestine. The researcher used the descriptive and analytical approach. The researcher built the study tool, which was the questionnaire. The study sample consisted of all male and female technology teachers in the secondary stage in the West District. Gaza, numbering (60) male and female teachers. After applying statistical treatments, the results showed that the degree to which technology teachers applied continuous evaluation methods was large. The results also showed that there were statistically significant differences between the responses of the sample members due to the gender variable in favor of females, and there were no statistically significant differences between the responses. Sample members are attributed to the variable of academic qualification and years of experience. In light of the previous results, the study recommends the necessity of employing continuous evaluation methods because of their positive impact on students’ learning. The study also recommends studying the reality of teachers’ use of continuous evaluation methods at other age levels and in other specializations. (Published abstract)