The research aimed to investigate the effect of a training program based on alternative evaluation strategies and tools to develop evaluation and follow-up skills among beginning science teachers. The participants of the study were 25 beginning science teachers at El-Kharga. The instruments included (1) a training program based on alternative evaluation strategies and tools, (2) a list of evaluation and follow-up skills, (3) an achievement test of the training material, and (4) a note card of evaluation and follow-up skills. The instruments were applied to the research group before and after teaching the training program. Appropriate statistical methods were used to calculate the differences in the mean scores between the pre- and post-applications. The study showed statistically significant differences in the mean scores of the beginning science teachers between the pre and post applications in both the achievement test and a note card of evaluation and follow-up skills in favor of the post- application.
jemsah, E. (2021). A training program for beginning science teachers based on alternate evaluation strategies and tools to develop evaluation and follow-up skills. المجلة التربوية لکلية التربية بسوهاج, 89(89), 1223-1265. doi: 10.21608/edusohag.2021.187328
MLA
ebtsam jemsah. "A training program for beginning science teachers based on alternate evaluation strategies and tools to develop evaluation and follow-up skills", المجلة التربوية لکلية التربية بسوهاج, 89, 89, 2021, 1223-1265. doi: 10.21608/edusohag.2021.187328
HARVARD
jemsah, E. (2021). 'A training program for beginning science teachers based on alternate evaluation strategies and tools to develop evaluation and follow-up skills', المجلة التربوية لکلية التربية بسوهاج, 89(89), pp. 1223-1265. doi: 10.21608/edusohag.2021.187328
VANCOUVER
jemsah, E. A training program for beginning science teachers based on alternate evaluation strategies and tools to develop evaluation and follow-up skills. المجلة التربوية لکلية التربية بسوهاج, 2021; 89(89): 1223-1265. doi: 10.21608/edusohag.2021.187328
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