The aim of the study was to identify the nature of how the kindergarten teachers practice the assessment competency with respect to its four skills. The study adopted the descriptive analytical method and used a survey designed by the researchers
The sample included 132 kindergarten teachers in 7 private non-funded schools in Mount Lebanon governorate. Findings revealed a focus on assessing the extent of children’s acquisition of the instructional objectives, specifically the cognitive and linguistic ones. Findings also showed that teachers basically use oral questions
and written worksheets as assessment tools. Self and peer assessment exist also in low percentage in this process. Results indicated that assessment is inherent to the teaching-learning process and teachers cannot differentiate among its
types. The assessment topics were similar to the ones children were trained on in the class. The assessment criteria was announced to the children before and during the teaching-learning process, and feedback was given to them during it. Findings also shed light on the key role of the administration in assisting teachers to prepare assessment tools and to collect data, analyze them, and take decisions about them. These assessment results are useful in rectifying the teaching-learning process, in diagnosing the child’s strengths and weaknesses, and in preparing intervention procedures at the time the enriching activities are less present in the practices
Mousawy, Nancy; Jouny, Ghada; and Raad, Mariam
"The Reality of Assessment in Lebanese Kindergarten classes An Analytical Study,"
Al Jinan الجنان: Vol. 12
, Article 12.
Available at: https://digitalcommons.aaru.edu.jo/aljinan/vol12/iss1/12