درجة استخدام معلمات المرحلة المتوسطة لأساليب التقويم البديلة في تدريس العلوم في منطقة القصيم في المملكة العربية السعودية = The Degree of Using Alternative Assessment Methods by Intermediate Stage' Female Science Teachers in A-Qassem District in Saudi Arabia

2016 ◽  
Vol 43 (1) ◽  
pp. 37-48
Author(s):  
حصة محمد الأصقة ◽  
عدنان سالم الدولات
Keyword(s):  
Saudi Arabia ◽  
Science Teachers ◽  
Alternative Assessment ◽  
Intermediate Stage ◽  
Assessment Methods

scholarly journals A proposed proposal for the development of mathematics learning calendar for intermediate stage in Saudi Arabia in the light of alternative assessment strategies

2017 ◽  
Vol 1 (10) ◽  
Author(s):  
Nourah Awadh Al Asmari
Keyword(s):  
Saudi Arabia ◽  
Alternative Assessment ◽  
Mathematics Curriculum ◽  
Intermediate Stage ◽  
First Grade ◽  
Third Grade ◽  
Second Grade ◽  
Alternative Evaluation ◽  
Evaluation Strategies ◽  
Assessment Strategies

The present study aimed to identify appropriate alternative evaluation strategies for learning mathematics in the intermediate stage and the evaluation activities of each strategy. The study was applied to the descriptive descriptive method. The sample of the study consisted of the mathematics curriculum in the intermediate stage included in: (teacher's guides, assessment guides), the teacher's copy of the first, second, and third grades for the first and second semesters, For analysis, in accordance with the amended edition 1435 H / 2014. In addition to the alternative assessment strategies, which were designed after reviewing the studies on alternative evaluation strategies in the field of mathematics and the characteristics of middle school students, the tool was developed for the middle stage. The list consisted of thirty-two paragraphs. The process of analyzing the curriculum was carried out in three steps: First, a table was prepared containing the units included in the mathematics textbooks for the intermediate stage, the alternative evaluation strategies and the paragraphs of each strategy. Second: The results of the analysis are abstracted by calculating the frequency of each paragraph in the list and included in the mathematics curriculum in the form of descriptive quantitative analysis. Third: Calculate the frequency of each strategy and the percentage of the extent to which each alternative assessment clause is included in the mathematics curriculum. The results of the study were as follows: 1 The percentages of inclusion of the mathematics curriculum for the activities of the alternative evaluation strategies varied. The higher observation strategy was 28% in the first grade, 30% in the intermediate second grade, and 38% in the third grade. Paper and pencil assessment strategy, 12% lower in the average grade 1 curriculum, 13% in the intermediate second grade curriculum, and 11% in the average third grade curriculum. 2 There is convergence but not balanced in the level of inclusion of alternative assessment activities for all strategies in the mathematics curriculum of the intermediate stage. 3 - There are deficiencies in the inclusion of alternative assessment strategies and their activities in the mathematics curriculum for the intermediate stage, which means that they do not achieve the structural philosophy that calls for the elimination of tests in traditional form, and attention to the original calendar such as: files of achievement, interviews, self-evaluation, The study recommended the importance of the need for the attention of the planners and developers of mathematics curricula for the intermediate stage in the Kingdom of Saudi Arabia to find a kind of balance in the inclusion of these curricula alternative evaluation strategies, and the activities of each strategy.

The reality of the suitability of the science teacher specialization path in the intermediate stage in Saudi Arabia for teaching science courses and the difficulties of implementation from the point of view of teachers in Tabuk: واقع ملاءمة مسار تخصص معلم العلوم بالمرحلة المتوسطة في السعودية لتدريس مقررات العلوم وصعوبات التنفيذ من وجهة نظر المعلمين بتبوك

2021 ◽  
Vol 5 (40) ◽  
pp. 105-70
Author(s):  
Dhafer A. Al-Qarni Dhafer A. Al-Qarni
Keyword(s):  
Saudi Arabia ◽  
Public Schools ◽  
Science Teachers ◽  
Intermediate Stage ◽  
School Science ◽  
Teaching Science ◽  
Point Of View ◽  
Science Courses ◽  
Scientific Subject ◽  
Middle School Science Teachers

The study aimed to identify the appropriateness of the science teacher's specialization path in the intermediate stage in Saudi Arabia for teaching science courses and the difficulties of implementation from the point of view of teachers in Tabuk. The study used the descriptive method, and a questionnaire surveyed the opinions of teachers. It was distributed to a sample of (41) middle school science teachers in public schools in the city of Tabuk. The results of the study showed that the reality of the appropriateness of the science teacher's specialization path in the intermediate stage for teaching science courses obtained an overall average of (4.18). Or by (83.6%) and reflects the appropriateness of (weakly), and it also revealed difficulties that hinder the appropriateness of science books from the teachers’ point of view with a total average (4.18 from 5), a degree (highly), and at the level of sub-specialties, physics got the highest average (4.20). Then chemistry with an average of (4.19) and finally biology with an average of (4.14), all of which are difficulties with a degree of (highly), meaning that the contents of science courses do not fit with the course of their specialization , also there is no statistical significant differences between the teachers’ responses on the scale of the appropriateness of the science teacher’s specialization path to the scientific subject content of the science book at the intermediate stage , the study recommended the need to re-planning and implementing the science method in proportion to the method of separate subjects, and to reconsider the plans of preparation of science teachers in Saudi universities.

A Comparison of Disease Assessment Methods for Southern Stem Rot of Peanut

2002 ◽  
Vol 29 (1) ◽  
pp. 66-71 ◽  
Author(s):  
S. L. Rideout ◽  
T. B. Brenneman ◽  
K. L. Stevenson
Keyword(s):  
Alternative Assessment ◽  
Disease Incidence ◽  
Sclerotium Rolfsii ◽  
Correlation Coefficients ◽  
Assessment Method ◽  
Assessment Methods ◽  
Alternative Methods ◽  
Stem Rot ◽  
Disease Assessment ◽  
Time Required

Abstract Southern stem rot (caused by the soilborne fungus Sclerotium rolfsii Sacc.) of peanut (Arachis hypogaea L.) traditionally has been assessed based on the percentage of infected 30.5-cm row segments, commonly referred to as disease incidence. Several alternative disease assessment methods were evaluated in four fungicide trials during the growing season (aboveground ratings) and immediately after peanut inversion (belowground ratings). Pearson's correlation coefficients compared disease assessments and yields for all trials. Across all disease assessment methods, belowground assessments at inversion showed a stronger correlation with yield than in-season aboveground assessments. Several of the alternative assessment methods showed a stronger negative correlation with yield than did the traditional disease incidence rating. However, none of the alternative methods were consistently more precise across all assessment dates and trials. There was a significant positive correlation between many of the alternative methods and the traditional disease incidence method. Furthermore, none of the alternative methods was better than the traditional method for detecting differences among fungicide treatments when subjected to ANOVA and subsequent Waller-Duncan mean separation tests (k-ratio = 100). Based on comparisons of the time required to assess disease intensity, the traditional disease assessment method was found to be the most time efficient method of those tested in this study.

Alternative Assessment: Analytical Rubric in Assessing Multimedia Communication Skills in 21st Century Landscape

2021 ◽  
pp. 66-75
Author(s):  
Azizi Alias ◽  
Kamisah Osman
Keyword(s):  
Science Teachers ◽  
Communication Skills ◽  
21St Century ◽  
Student Outcomes ◽  
Alternative Assessment ◽  
Multimedia Communication ◽  
Validity And Reliability ◽  
Intra Class Correlation ◽  
Absolute Agreement ◽  
Science Activities

The purpose of this study is to build an analytical rubric for Alternative Assessment for science activities in order to facilitate teachers in assessing multimedia communication skills by inculcating 21st Century Skills. The study attempts to answer a key question i.e. whether the analytical rubric for Alternative Assessment is appropriate to assess multimedia communication skills in science activities in school? The research was conducted by taking into account the advice of 11 experts in science education and five science teachers as assessors to evaluate the reliability of analytical rubric for multimedia communication skills in school. Three round Delphi technique was used to validate the analytical rubric and inter-rater reliability Intra-Class Correlation-ICC was computed to measure the reliability of the rubric. The study found that the rubric has a high validity of 82.0% and high absolute agreement for multimedia communication rubric (ICC = 0.90). Therefore the multimedia communication skill rubric can be adopted and implemented in schools. The study also found that there are a number of issues and constraints in the implementation of alternative assessment, but the construction of the rubric is a shift in assessing student outcomes that are emerging according to the global environment. However, further research on the validity and reliability of the rubric is necessary.

scholarly journals Evaluation of constructive teaching skills among science teachers in the intermediate stage: تقويم مهارات التدريس البنائي لدى معلمي العلوم في المرحلة المتوسطة

2017 ◽  
Vol 1 (6) ◽  
Author(s):  
Abdullah bin Zaher Al - Shihri ◽  
Tammam Ismail Tammam
Keyword(s):  
Science Teachers ◽  
Intermediate Stage ◽  
Teaching Skills ◽  
Ministry Of Education ◽  
Graduate Studies ◽  
Training Courses ◽  
The Subject ◽  
Descriptive Approach ◽  
The Mean ◽  
Constructive Teaching

The research aims to study the teaching skills and evaluate the teaching skills of science teachers, and test significance of differences between the mean degree of practice according to the variables: gender, experience, educational qualification, and stage educational, and to achieve these objectives were applied a questionnaire consisting of (31) paragraph, to a sample Of (45) are teachers of science in the intermediate stage of the Ministry of Education and Mjardp. The researcher also followed the descriptive approach. The results indicated that the degree of science teachers and her teachers to teach constructivist was medium, and appeared statistically significant scientific qualification variable differences, for the benefit of graduate studies. The study recommended training courses for science teachers, to familiarize them with the skills of teaching constructivist, and trained to teach these skills to have procedures and guide administrators science with a list of skills (the subject of the study), during the supervision of the education in the schools of the intermediate stage and directing the attention of the authors and curriculum developers to take into account the good fundamentals in the article To provide learners with a leading to the development of scientific concepts in general.

scholarly journals A Program Based on Fiqh al Naazeil for Developing the Analytical Thinking Skills and Awareness of the Contemporary Jurisprudential Issues among the Intermediate Stage Students in the Kingdom of Saudi Arabia

2019 ◽  
Vol 13 (1) ◽  
pp. 194
Author(s):  
Naif A. Al- Otaibi
Keyword(s):  
Saudi Arabia ◽  
Intermediate Stage ◽  
First Grade ◽  
Thinking Skills ◽  
Validity And Reliability ◽  
Kingdom Of Saudi Arabia ◽  
Analytical Thinking ◽  
Islamic Jurisprudence ◽  
Different Dimensions

The present study aimed at preparing a program based on Fiqh Al Nawazel (Contemporary Issues Islamic Jurisprudence) for developing the analytical thinking skills and awareness of the Contemporary Jurisprudence Issues among the intermediate stage students in the Kingdom of Saudi Arabia. To fulfill this purpose, the researcher prepared a list of the analytical thinking skills in the Fiqh curriculum and other dimensions for the awareness of  Contemporary Jurisprudential Issues among the first grade students of the intermediate stage. Moreover, he prepared a test for measuring the analytical thinking skills and a rubric for the awareness of Contemporary Jurisprudential Issues among the students of the first grade intermediate stage, and verified its validity and reliability. The researcher prepared a program for  the study based on the Jurisprudence of Al-Nawazel, including thirteen Jurisprudential Nazilah. The participants of the study were 37 students from the first grade, intermediate stage. The results revealed the effectiveness of the program in developing the analytical thinking skills in Fiqh curriculum, in developing the main analytical thinking skills, and the students' awareness of the contemporary jurisprudence issues as a whole, and in its different dimensions (cognitive, practical and affective). Moreover, the results showed a positive correlational relationship at the level of  0.01 between developing the analytical thinking skills in the jurisprudence Fiqh curriculum and developing the awareness of Contemporary Jurisprudential Issues.

scholarly journals Evaluation of Alternative Assessment Methods Used in Elementary Schools

2019 ◽  
Author(s):  
Mehmet Demir ◽  
Cynthia A. Tananis ◽  
Keith Wayne Trahan
Keyword(s):  
Elementary Schools ◽  
Alternative Assessment ◽  
Assessment Methods
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