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Journal of Faculty of Education Assiut University - المجلة العلمية بكلية التربية-جامعة أسيوط

Journal of Faculty of Education Assiut University - المجلة العلمية بكلية التربية-جامعة أسيوط

Abstract

The study aimed to identify the degree of practice of the teaching staff at the College of Education for Girls at Sattam Bin Abdul-Aziz University for realistic evaluation strategies: performance-based evaluation, paper-and-pencil evaluation, observation evaluation, communication evaluation, and self-evaluation in addition to identifying the impact of study variables: academic qualification, experience The educational, academic burden, and knowledge of the relationship between the faculty’s use of realistic evaluation strategies, self-esteem and the reality of the female students ’labor market skills. The researcher followed the descriptive approach, and a questionnaire was developed to measure the practice of realistic evaluation strategies on a sample consisting of (75) faculty at the College of Education for Girls. The use of the self-esteem scale on a sample consisting of (185) students from the various disciplines of the College of Education, and the results showed that the degree of the faculty’s use of the paper-and-pencil evaluation strategy was high, while the degree of their use of performance-based evaluation strategies, the observation strategy and the communication strategy was moderate, while Their use of self-review strategy, and the use of realistic evaluation tools z Aifa. While the results of the study showed that there are statistically significant differences due to the educational experience in favor of the teaching staff whose experience is less than (5) years, while there is no statistically significant difference for the effect of scientific qualification, while there were statistically significant differences due to the effect of using realistic evaluation strategies and self-esteem. I have students and their perception of labor market skills as a result of using realistic assessment tools in the reality of learning processes.

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