واقع استخدام معلمي العلوم استراتيجيات التقويم الواقعي في مديرية تربية وتعليم جنوب الخليل : دراسة تحليلية
This study aimed to investigate the extent to which science teachers in the South Hebron Education Directorate use realistic assessment strategies, considering variables such as gender, years of service, and academic degree. A descriptive research approach was employed, targeting a population of 280 teachers. A random sample of 88 teachers (24 males and 64 females), representing 31.43% of the total population, was selected for the second semester of the 2024-2025 academic year. The researcher used a questionnaire consisting of five dimensions, with validity and reliability verified before implementation. Findings revealed that the overall average score for teachers’ use of realistic assessment strategies was 4.26 (out of 5), with a standard deviation of 0.58, equivalent to 85.20%, indicating a high level of application. Additionally, the study found no statistically significant differences in teachers’ use of these strategies based on gender, years of service, or academic degree. Based on the results, the study recommends further research on realistic assessment strategies across other subjects and variables. It also encourages training programs to develop teachers' skills in this area, especially for new educators, and emphasizes the need to reduce classroom sizes to enable more effective implementation and monitoring of these strategies. (Published abstract)