The degree of practicing alternative evaluation skills A study on a sample of science teachers at the secondary level in Lattakia

Abstract

The aim of the current research is to define the degree of practice of science teachers who teach at the secondary stage of the skills of alternative evaluation, planning and using its tools, and following up on its results. The research used the descriptive approach. The research relied on collecting data on a questionnaire consisting of (36) items, divided into three dimensions. The research was applied to a simple random sample of classroom teachers, whose number was (86) male and female teachers. The research found a set of results, the most important of which are: the weak degree of science teachers' practice of alternative planning and evaluation skills, their weak degree of skill in using alternative evaluation tools, as well as their weak follow-up to the results of the alternative evaluation. The results also showed that there were no differences between the average responses of the sample members to the questionnaire according to the educational certificate variable (university degree, educational qualification diploma).

The research presents a set of recommendations and proposals to change the reality of the alternative evaluation, the most important of which is conducting training courses on the use of alternative evaluation skills and strategies, and then paying attention to academic and professional qualification for teachers to be able to better use the alternative evaluation.