The Degree Of Using Authentic Assessment Strategies Among Arabic Language Teachers in Arabic Senior Secondary Schools in Mali / KEITA Djakaridja, and Muhamad Zaid Bin Ismail
(Received 31/05/2017; accepted 09/10/2017)
This study aimed to identify the degree to which Arabic language teachers use Authentic assessment strategies in Arabic secondary schools in Mali, and to determine whether there are statistically significant differences at the level of (α≤0.05) in their degrees of usage due to the variables of experience and type of qualification. The researchers employed descriptive survey approach based on a questionnaire tool. The study population consisted of all Arabic language teachers in secondary schools in Bamako-Mali, totalling 138. The results showed that the most authentic assessment strategies used by the Arabic language teachers were Pencil and Paper strategies, and the least strategy used was Reflection. The degree of their use of Authentic assessment strategies was medium as a whole, with an overall average of 3.13 mean score. The results revealed that there were statistically significant differences (α≤0.05) among the responses of the study population in the use of strategies: performance-based assessment and communication attributed to the experience variable in favor of experience from 5 to less than 10 years, and their experience of 15 years and above. There were no statistically significant differences (α≤0.05) between their responses in the degree of their use of authentic assessment strategies attributed to the variable type of qualification except in the strategy of performance-based assessment. The study concluded with a number of recommendations and proposals.
Pencil & Paper strategie, performance-based assessment, communication, observation, reflection.