Obstacles to the implementation of realistic assessment strategies from the perspective of Islamic education teachers in Ma'an Governorate
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Abstract
This study aimed to assess the awareness of Islamic education teachers regarding realistic assessment strategies in the Ma'an Governorate, from the teachers' own perspectives. The descriptive-analytical method was utilized, and the study sample consisted of 155 male and female teachers in the first semester of the academic year 2023/2024. To collect data, a tool consisting of 30 items graded on a five-point Likert scale was developed. The validity and reliability of the tool were established using known practical methods. The study results indicated that the obstacles facing the application of realistic assessment tools by Islamic education teachers were of moderate level. The obstacles related to the teacher ranked first, followed by those related to the application conditions, and finally, obstacles related to the students ranked last. The study also pointed out the absence of statistically significant differences at the 0.05 level between the means of the study sample's responses attributed to the variables of gender and experience. Based on the results, the study recommended the necessity of professional development for teachers on realistic assessment tools and their application through training courses and workshops.
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Obstacles, Realistic evaluation tools, Teachers
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