University of Bahrain
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Difficulties in Allying Formative Assessment in Science Curriculum from Science Teachers' Point of View

Show simple item record Ambusaidi, Abdullah K. Al-Rashdi, Thuraiya H. 2018-08-01T10:30:07Z 2018-08-01T10:30:07Z 2009-06-01
dc.identifier.issn 1726-3678
dc.description.abstract This study aimed at investigating how Omani science teachers see the application of the formative assessment inside the classroom and the difficulties that face them. A survey based on questionnaire consisting of (30) items, was used. The validity of the questionnaire was checked by (8) judges, whereas, the reliability calculated by Cronbach Alfa for internal consistency which gave value of (0.88). One hundred and thirteen (113) science teachers participated in the survey. In addition and based on the analysis made of the questionnaire, an open discussion with twenty (20) science teachers was hold to elaborate more on these difficulties. The results showed that science teachers face many difficulties in applying the formative assessment in the classroom. In addition, the results showed no significant differences when applying the formative assessment due to teacher gender, experience and the place where they graduated. In the light of the above results, some recommendations and suggestions were proposed. en_US
dc.language.iso ar en_US
dc.publisher University of Bahrain en_US
dc.rights Attribution-NonCommercial-ShareAlike 4.0 International *
dc.rights.uri *
dc.subject Formative assessment
dc.subject science curriculum
dc.subject science teachers
dc.title Difficulties in Allying Formative Assessment in Science Curriculum from Science Teachers' Point of View en_US
dc.type Article en_US
dc.volume 10
dc.issue 02
dc.source.title Journal of Educational & Psychological Sciences
dc.abbreviatedsourcetitle JEPS

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