مجالات التقويم وأدواته التي يستخدمها معلمو ومعلمات التربية الإسلامية في تقويم الطلبة في دولة الإمارات العربية المتحدة
This study aims at identifying the domains and evaluation tools used by Islamic Education teachers in the assessment of their students with the following variables in mind: gender; academic qualifications; and experience. The sample of the study consisted of 87 Islamic Education teachers randomly selected, 38 of which were males and 49 of which were females. Their perceptions were elicited by a questionnaire, specifically developed by the researchers, which comprised 42 items distributed over eight domains. The main findings of the present study indicate that teachers’ responses reveal the use of evaluation tools to a moderate degree in the study domains as a whole. It also shows that the activities domain received the highest degree of responses. The results further show that the use of evaluation tools in the psychomotor domain received the lowest degree of responses. The analysis demonstrates no significant difference regarding the variables of gender, academic qualifications, and experience in relationship to the degree of the teachers’ use of the evaluation tools as defined in the study instrument. (Published abstract)