درجة ممارسة معلمي الرياضيات للمرحلة الأساسية في محافظة المفرق لاستراتيجية التقويم المعتمد على الأداء ومعيقات ممارستها من وجهة نظرهم
The study aimed to examine the practicing degree of performance based assessment among mathematic teachers in the public schools at North Western Badia educational directorate at AlMafraq Governorate and obstacles of practicing from their point of view in light of gender and teaching experience. To achieve the objectives of the study, a survey descriptive design was used. The sample of the study consisted of (153) male and female mathematic teachers whom were administrated a (38) items questionnaire. The questionnaire was divided into two sections, the first was a performance based assessment consisting of (20) items, while the second was to measure obstacles of performance based assessment practicing and consisted of (18) items. Validity and reliability for the questionnaire were established. The results of the study revealed that the practicing degree of performance based assessment was high. The obstacles level for the practicing degree of performance based assessment was moderate. There were statistically significant differences in the practicing degree of performance based assessment due to gender, in favor of females; in the obstacles level found, in favor of males, while no differences were found in the practicing degree of performance based assessment among mathematic teachers and obstacles of practicing due to teaching experience. The study indicated that the most prevalent practicing obstacles found the overcrowded classes, teaching load, responsibilities given to teachers, lack of training programs, lack of material and administrative resources. The study suggested some recommendations, including the need for training programs for mathematics teachers in performance based assessment, the need to find suitable solutions to overcome the practicing obstacles of performance based assessment. (Author’s abstract)