The Reality Of The Evaluation Process In Schools From The Point Of View Of Teachers Of The First Cycle Of Basic Education In The City Of Damascus

Abstract

The aim of the current research is know the reality of the evaluation process from the point of view of the teachers of the first cycle of basic education in the city of Damascus, and know the extent of interest in the evaluation process, its procedures and the obstacles it faces, in addition to presenting some suggestions on improving the reality of the evaluation process. The original research community included (5716) male and female teachers, while the research sample numbered (335) male and female teachers, and the research tool (questionnaire) consisting of 30 phrases distributed in four fields was applied to the research sample.. Among the most important results of the research: the agreement of the respondents on all areas of the questionnaire, and each of the field of the reality of evaluation, interest in the evaluation process, the procedures of the evaluation process to a very large degree, while the degrees of their agreement on the items of the field of obstacles facing the evaluation process varied between weak, medium and large. The results also showed that there are no statistically significant differences between the mean scores of the research sample individuals regarding each of the reality of the evaluation process, interest in the evaluation process, procedures of the evaluation process, and the obstacles facing the evaluation process, depending on the gender variable, while it was found that there were statistically significant differences between The mean scores of the respondents on the field of assessment procedures are attributed to the educational qualification variable, and these differences are in favor of teachers who are graduates of the institute. It was also found that there were no statistically significant differences between the mean scores of the respondents regarding the reality of the evaluation process due to the variable of years of experience.Among the most important suggestions were: conducting training courses with the aim of enabling teachers to use various evaluation methods, training students of the College of Education / class teacher specialization on evaluation strategies and methods.