درجة استخدام معلمي التكنولوجيا في المرحلة الثانوية لأساليب التقويم المستمر في المحافظات الجنوبية لفلسطين
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)