The Reality and Difficulties of the Use of Alternative Assessment Methods by Islamic Education Teachers for the Preparatory Stage in Light of Recent Trends

Abstract

The study aimed to identify the reality of Islamic education teachers' practice of alternative evaluation methods and the difficulties they face during application. To achieve the objectives of the study, the researchers used the descriptive analytical method. The researchers designed two tools for the study of a questionnaire. The first is divided into five dimensions for each dimension of different paragraphs. The second is the difficulties they face during application. The researchers chose the sample of the study from some teachers of Islamic education in Nineveh governorate. They included (57) teachers and (43) schools. The study concluded that the degree of the practice of male and female teachers of Islamic education in the preparatory stage of the methods of alternative evaluation came in the following order: performance evaluation by interviews and oral tests, performance evaluation by written tests, self-evaluation, pairing evaluation, and evaluation based on performance and observation. The study found that there were no statistically significant differences (a = 0.05) due to the effect of sex and years of experience. The absence of statistically significant differences (a = 0.05) due to the effect of the educational qualification in all fields and in the total degree, with the exception of the field of self-evaluation, and the differences came in favor of a master or more in all fields and in the overall degree. As for the difficulties faced by them during the application of the evaluation methods, the most difficult ones came as follows: the first most difficult field related to the teacher, the second field related to the course, and the third field related to students