The study aimed to identify the implications of the reflections of authentic assessment application on the students of the basic stage in Gaza, and identify the differences in the estimates of the study sample on the reflections according to the variables of teacher major, teacher experience, and classroom for students. The researchers used the descriptive approach. A questionnaire was prepared based on previous studies and documents related to authentic assessment. The study applied a random sample of 110 male and female teachers who teach basic stage students in Gaza. The study results found that the level of estimation for the effects of the application of the authentic assessment on the basic stage students in Gaza reached an arithmetic average of 3.87, which is high. Accordingly, the reflections on the skill structure were positioned at the top, followed by the reflections on the cognitive structure, then the reflections on the emotional structure. It was also found that there are no statistically significant differences at the level between the mean’s estimates of the effects of the application of the realistic evaluation on the basic stage students in Gaza due to the experience of the teacher. While there are statistically significant differences at the level of significance attributed to the major of the teacher in favor of teachers of the basic stage. The results also showed that there are statistically significant differences at the level of significance attributed to the grade of students for the benefit of third grade students.
Abu Owda, Mohammed F. and Abu Owdah, Abdel-Rahman M.
"Reflections of Authentic Assessment Application on the Students of Basic Stage in Gaza,"
Journal of Al-Quds Open University for Educational & Psychological Research & Studies: Vol. 12
, Article 5.
Available at: https://digitalcommons.aaru.edu.jo/jaqou_edpsych/vol12/iss33/5