Arab Educational Information Network

The aim of the current study is to identify the degree of awareness of the teachers of primary schools with assessment for learning, then, determine the relationship between the awareness of primary school’s teachers about assessment for learning, the factor of experience, and academic qualification. To achieve the aim of the study, the descriptive approach was adopted to investigated the study, and the questionnaire as the main tool for data collection. The research community consisted of (954) primary school teachers in the city of Hail, and a stratified random sample of (319) female teachers was selected. The findings of the study showed that: The degree of awareness of primary school teachers in the Hail region with assessment for learning in the city of Hail was very high. The degree of awareness of the concept of “assessment for learning” among the teachers in the city of Hail was very high. The degree of awareness of assessment principles for learning among primary school teachers in the Hail region was very high. There are no statistically significant differences in the degree of awareness of the teachers of the primary classes for assessment for learning can be due to the educational qualification factor. There are statistically significant differences in the degree of awareness of the teachers of the primary classes of assessment for learning about the concept of assessment for learning due to the variable period of experience. There are no statistically significant differences in the degree of awareness of the teachers of the primary classes of assessment for learning in the concept of assessment principles for learning due to the variable of period of experience. The study concluded with several recommendations, including the necessity of holding training courses for primary school teachers to improve their assessment skills for learning, and the inclusion of the teacher's guide with a brief presentation, instructions and advice on learning assessment. Furthermore, the necessity to include the activities of the teacher's guide, tasks and directions related to building a participatory and collaborative classroom environment. In addition to the importance of assigning students to educational activities that require them to use self-assessment and peer assessment. (Published abstract)