The Degree of Implementation of Authentic Assessment Strategies as Estimated by Islamic Education Teachers

Authors

Mahmoud Ahmad Mustafa, Department of Class Teacher, College of Educational Sciences, Zarqa University, Zarqa, Jordan; orcid. org/0000-0001-7222-9750Follow

DOI

doi.org/10.35552/0247.38.7.2235

Abstract

The aim of this study was twofold: to identify the degree of implementation of authentic assessment strategies from the point of view of Islamic Education (IE) teachers, and to determine whether any statistically significant differences between such sampled respondents’ estimations were attributable to gender or experience variables. Following the descriptive analytical approach and based on a questionnaire involving (198) male and female teachers, the study concluded that the level of IE teachers’ estimation of authentic assessment practice rated fair. Furthermore, study findings revealed no statistically significant differences related to gender or experience variables in teachers’ level of estimation. The study recommended that teacher development courses be conducted on authentic assessment strategies.

Recommended Citation

Mustafa, Mahmoud Ahmad (2024) "The Degree of Implementation of Authentic Assessment Strategies as Estimated by Islamic Education Teachers," An-Najah University Journal for Research - B (Humanities): Vol. 38: Iss. 7, Article 3.
DOI: doi.org/10.35552/0247.38.7.2235
Available at: https://digitalcommons.aaru.edu.jo/anujr_b/vol38/iss7/3