Implementation and Variation in Evaluation Techniques: Case of Arabic Learning in Jordanian Schools

Abstract

This study was intended to reveal the extent to which basic and secondary Arabic teachers use the common evaluation techniques and to explore the effect of qualification, sex, experience and stage variables on the actual use of those techniques. The sample of the study consisted of 167 male and female teachers of Arabic (100 teachers from the secondary stage, and 67 teachers from the basic stage) in 18 public schools in Irbid. The subjects were chosen at random. To identify the common evaluation techniques in use, the teachers' views were elicited by a special questionnaire prepared by the researcher incorporating 18 different types of such common evaluation techniques of Arabic curricula. The study indicated that the subjects used all such types of evaluation techniques, but their use of each one of them varied whereas essay-type tests obtained the highest means, the student-student evaluation obtained the lowest means. The study also showed an acceptable range of variation in the teacher's use of these techniques as well as statistically significant differences between the means of teachers in favor of the female teachers, in the basic stage whereas experienced male teachers excelled. Nevertheless, the qualification variable was neutral. The study presented a number of relevant suggestions