التفكير التقويمي وعلاقته بكفايات بناء الاختبارات لدى مدرسي علم الأحياء للمرحلة الثانوية

Abstract

    The research aims to identify evaluative thinking and its relationship to test-construction competencies among secondary school biology teachers. The researcher used the descriptive method (correlational relationships) to collect data and determine the strength and direction of the relationship between variables in accordance with the research objectives. The research population consisted of (289) male and female secondary school biology teachers in secondary schools affiliated with the Directorate of Education of Al-Qadisiyah Governorate. The research sample was randomly selected and consisted of (60) male and female teachers. The researcher prepared two research instruments: an evaluative thinking scale, which in its final form consisted of (35) items related to three skills, and a test-construction competencies scale, which in its final form consisted of (55) items related to ten dimensions. Both scales adopted the Likert method of measurement with a five-point sequence for the answer alternatives. After applying the two scales to the research sample, the results were extracted using the Statistical Package for the Social Sciences (SPSS). The results showed that secondary school biology teachers possessed a high level in both scales. The research results showed a strong correlation between the two scales. The researcher recommended holding workshops, awareness and guidance seminars, and training programs that develop teachers’ evaluative thinking skills and increase their abilities in building achievement tests. He also suggested conducting similar studies for other educational stages.