عنوان المقالة:التقييم التكويني: استكشاف ممارسات المعلمين في التربية البدنية Formative assessment: exploring tunisian cooperative teachers practices in physical education
Hasan Melki, Mohamed S. Bouzid, Aymen Haweni, Mourad Fadhloun, Meher Mrayeh, Nizar Souissi
الملخص العربي
Abstract
Purpose: This article is based on questions related to the formative assessment of preparatory trainee ship in the
professional life of Physical Education teachers. In general, in the first training program, the traineeship
represents an integral part of training. In this sense, the traineeship offers a vital opportunity for future teacher
to gain practical experience in the real environment, given that formative evaluation is a process of collecting
evidence from trainees by cooperative teachers to make decisions about their knowledge and skills, to guide
their own instructional activities and to control their behavior. Accordingly, this study proposed to explore
practices of Tunisians cooperative teachers in relation to the formative assessment.
Material: To verify our proposed object, we conducted a research using a questionnaire distributed among 96
cooperative teachers in different educational institutions located in the region of the greater Tunis. During
the school year 2015-2016, the questionnaire was the subject of a statistical analysis using frequencies and
percentages.
Results: The analysis of such data revealed a range of practices about formative estimation among cooperative
teachers. In particular, each teacher acknowledged the value of guiding and encouraging student’s selfassessment.
So that they could lead their students to assume a share of evaluative activity.
Conclusions: Both theoretical and practical implications of these findings are discussed, and some recommendations amade for future practice..
الملخص الانجليزي
Purpose: This article is based on questions related to the formative assessment of preparatory trainee ship in the
professional life of Physical Education teachers. In general, in the first training program, the traineeship
represents an integral part of training. In this sense, the traineeship offers a vital opportunity for future teacher
to gain practical experience in the real environment, given that formative evaluation is a process of collecting
evidence from trainees by cooperative teachers to make decisions about their knowledge and skills, to guide
their own instructional activities and to control their behavior. Accordingly, this study proposed to explore
practices of Tunisians cooperative teachers in relation to the formative assessment.
Material: To verify our proposed object, we conducted a research using a questionnaire distributed among 96
cooperative teachers in different educational institutions located in the region of the greater Tunis. During
the school year 2015-2016, the questionnaire was the subject of a statistical analysis using frequencies and
percentages.
Results: The analysis of such data revealed a range of practices about formative estimation among cooperative
teachers. In particular, each teacher acknowledged the value of guiding and encouraging student’s selfassessment.
So that they could lead their students to assume a share of evaluative activity.
Conclusions: Both theoretical and practical implications of these findings are discussed, and some recommendations are
made for future practice.
تاريخ النشر
20/05/2017
الناشر
Pedagogics, psychology, medicalbiological problems of physical training and sports
حسن بالمولدي مالكي | Hasan Melki | 814