English Abstract
Summary :
This study was conducted to identify the most commonly used assessment methods by teachers in the first three years of primary school in Bahrain, as well as the challenges they face.
The researcher designed a questionnaire to answer the study question and distributed it to 130 male and female teachers, randomly selected from schools that implement the authentic assessment system. The questionnaire was supplemented by an observation checklist conducted by the researcher to verify 55 files randomly selected from the classes taught by the candidates.
The study results showed the following:
1. The majority of teachers frequently use the three main assessment tools: tests, observation, and student achievement files (81.6%).
2. Significant differences were recorded regarding years of service (experience).
3. No significant differences were observed regarding gender.
4. A significant number of candidates (49.1%) do not use "observation" as an assessment method. They do not use special forms or cards to consistently record their observations about individual students for later use as feedback or a basis for their decisions regarding their students.
5. Most teachers (66%) find it difficult to design tests (diagnostic or cumulative) and need further training to acquire the necessary skills.
