Methods and Evaluation Tools Commonly Used by Islamic Studies Teachers of Basic and Secondary Stages in Jordan / Majed Al-Jallad
This study aimed at the identification of the methods and evaluation tools commonly used by islamic Studies teachers of the basic and secondary stages in Jordan in the light of the variables of sex, academic qualification, and experience. The sample consisted of 143 male and female teachers of Islamic Studies, selected randomly. Their perceptions were elicited by a questionnaire especially designed by the researcher which comprised 33 items distributed over six dimensions.
The main findings of the present study showed that the first dimension, using behavioral objectives in the evaluation of the students' achievement in the different Islamic Studies disciplines, had obtained the highest means, while the third dimension, using the evaluation tools for assessing the affective domain obtained the lowest means. The analysis demonstrated no significant effects in favor of the variables of sex and academic qualification on the level of teachers' use of the methods and evaluation tools stated in the study instrument. On the other hand, the findings showed significant differences between the teachers' means for the implementation degree due to experience and in favor of long experienced teachers.