تأثير التطوير المهني المستمر على تحسين ممارسات التقويم لدى معلمي المدارس الحكومية بمدينة جازان
This study aimed to determine the impact of professional development on improving assessment practices among public school teachers in the city of Jazan. The sample consisted of (60) male and female teachers. The descriptive approach was used, and a questionnaire was developed as a tool for the study, which consisted of (28) items divided into four axes. The results showed that the overall arithmetic mean for the role of professional development programs in improving the job performance of teachers was high, and that there were statistically significant differences attributed to the effect of the number of training courses, and the differences were in favor of (8 courses or more), and there were no statistically significant differences for the role of professional development programs due to the effect of the qualification. Academic level, gender, and years of experience. The study recommended the need to hold training courses for teachers to improve their skills in the field of using technology and evaluation. (Published abstract)