The Use of Achievement Portfolio in the Assessment of Arabic Language Female Teachers Performance in Makkah City

Abstract

The research aims to identify the use of achievement portfolios to assess the performance of Arabic language female teachers in Makkah City through identifying the degree of importance in using these portfolios and the degree of difficulty from the viewpoints of Arabic language female teachers and educational supervisors. It also seeks to identify the statistical differences between the arithmetic means of sample studies responses regarding the degree of importance and use as well as the difficulty of using the achievement portfolios in assessing the performance of Arabic language female teachers, which is attributed to study variables (nature of work, years of experience, courses). The researcher used the descriptive method. The sample of study consisted of (153) Arabic language female teachers from secondary schools which was selected randomly, and (21) educational supervisors. The study used surveys to gather information and data based on the study goals. The internal consistency for the survey phrases, the overall reliability coefficient using Cronbach's Alpha, which reached (882,0), arithmetic means, standard deviations, and T-test , the Analysis of Variance (Anova) and courses variable and Scheffe Test. The study showed that there was a rise in arithmetic means of study sample regarding the phrases referring to the degree of importance of assessing the performance of Arabic language female teachers through the use of achievement portfolios and the phrases referring to the degree of difficulty in using the portfolios. There were statistically significant differences between the study sample responses regarding the phrases referring to the degree of importance of assessing the performance of Arabic language female teachers through the use of achievement portfolios and the degree of difficulty in using the portfolios, in favor of educational supervisors, in favor of the teachers with longer experience and who have taken two or more courses. In light of the above results, the researcher recommended that achievement portfolios should be used instead of traditional assessment methods and electronic achievement portfolios should be used in assessing the performance of female teachers. The researcher also recommended that more studies on the development of achievement portfolios should be conducted and their use in assessing the components of education process should be increased.