The Level of negative and wrong practices in assessing student learning by tests in Jordanian public schools

Abstract

The evaluation process of achievement is organized and accurate, and therefore the assessment of student achievement should be free from negative and wrong practices. So this study aimed to determine the level of these negative and wrong practices in assessing student learning by tests in Jordanian public schools. The study developed a questionnaire composed of 64 items (32 for the preparation stage, 18 implementation stage, and 14 scoring phase). The validity of this questionnaire was verified by presenting it to a group of arbitrators at the Faculty of Educational Sciences at the University of Jordan, and the educational supervisors of the Ministry of Education. Cronbach’s alpha was used to test the reliability and the values have exceeded 0.70   in all phases of the questionnaire. The sample consisted of (200) male teachers and (200) female teachers, they are teaching in public schools and practice two kinds of assessment: tests and non-tests. The results showed that the degree of negative practices was moderate in all stages (preparation, application, correction) and the result found that there were no statistically significant differences at (α = 0.05) between males and females.