The Reality of Distance Assessment, in the Shadow of Corona Pandemic, from the Point of View of Teachers

  • Amal Mohammed Abdullah Al-Badu Assistant Professor of Education Technology, University of Creative Sciences, UAE. amal_bado@hotmail.com
Keywords: : quality criteria, electronic assessments

Abstract

This study sheds light on The Reality of Distance Assessment, in the Shadow of Corona Pandemic, from the Point of View of Teachers. The study sought to identify the criteria of assessing the distance learning, their requirements, and the steps of designing the distance assessment; in addition to identifying the tools and methods of distance assessment, and the characteristics of each tool. Finally, the study presented a suggested model for assessment, in the shadow of the emergent circumstances. This model depends on the philosophy of the modern educational theories and the givens of the twenty-first century and its skills. The researcher adopted the explanatory scientific method that uses knowledge to explain the phenomena and things via a group of connected concepts that are called theories. Then, adopting the descriptive method, as the researcher has designed a questionnaire that consists of (20) points, distributed on (120) male and female teachers in Lewaa Marka to know the opinions and approaches of the teaching staff about the methods and strategies of distance assessment. The responses of the study sample on the point of "to what extent the study sample knows about the methods and strategies of distance assessment" were average, while the responses of the study sample on the point of "the practical application of the distance assessment process" were weak and low.

Key Words: quality criteria, electronic assessments

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Published
2021-12-15
How to Cite
Al-Badu, A. (2021). The Reality of Distance Assessment, in the Shadow of Corona Pandemic, from the Point of View of Teachers. International Journal of Research in Educational Sciences. (IJRES), 5(1), 209 -252. Retrieved from https://iafh.net/index.php/IJRES/article/view/298
Section
Articles