The Reality of the implementation of Multiple Intelligences Theory by the Teachers of English and its Relation to their Awareness of Authentic Assessment واقع تطبيق معلمي اللغة الانجليزية لنظرية الذكاءات لمتعددة وعلاقتها بوعيهم بالتقويم الواقعي
Date
2022-08-02
Authors
Sondos Naif Saad Al-Wahsh
سندس نايف سعد الوحش
Journal Title
Journal ISSN
Volume Title
Publisher
Al-Quds University
Abstract
This study aimed at identifying the reality of the implementation of Multiple Intelligences
Theory by the teachers of English and its relation to their awareness of Authentic Assessment.
The descriptive correlation method was used. The study population consisted of (225) male
and female teachers of English for the high basic stage in Bethlehem District for the academic
year 2021/2022. While the stratified random sample was chosen and composed of (72) male
and female teachers of English for tenth graders in Bethlehem District, divided into (40) male
and (32) female of teachers. To achieve the objectives of the study, the researcher built two
instruments (questionnaires), one of them is for measure the reality of the implementation of
the Multiple Intelligences Theory, and the other one is for measure the reality of teachers of
English awareness of Authentic Assessment. The validity and reliability of the questionnaires
were verified before implementing the study. The results of the study revealed that the reality
of the implementation of the Multiple Intelligences Theory was high with an arithmetic means
(3.94). The field of Social (intrapersonal) intelligence was the highest mean, and then
Linguistic intelligence field, and then the Interpersonal intelligence field, and then the Logicalmathematical intelligence field, followed by the field of the Visual-spatial intelligence. Also,
there was no statistically significant difference at the level of (α≤ 0.05) in the reality of the
implementation of the Multiple Intelligences Theory due to gender, place of residence,
teachers' qualifications, or years of experience variables. Also, the results showed that the
reality of the awareness of Authentic Assessment was high, with an arithmetic means (4.02).
The field of Assessment by observing obtained the highest mean, and then the Performancebased assessment field, and then the Pencil and paper strategy field, and then the Assessment
by communication field, finally the field of the Self-reflection assessment. Also, there was no
statistically significant difference at the level of (α≤ 0.05) in the reality of the awareness of
Authentic Assessment due to gender, place of residence, teachers' qualifications, or years of
experience variables. Moreover, the results showed a positive correlation between the reality
of the implementation of the Multiple Intelligences Theory and its relation to their awareness
of Authentic Assessment Strategies. In light of the results of the study, the study recommended
to train teachers of English continuously on the authentic assessment and modern development
for multiple intelligences theory, to follow up on implementing of authentic assessment by
school administrations and educational supervisors, and to make studies that search in the
relationship between the remaining three intelligences and the authentic assessment strategies
for another subjects and age stages.
Description
This study aimed at identifying the reality of the implementation of Multiple Intelligences Theory by the teachers of English and its relation to their awareness of Authentic Assessment. The descriptive correlation method was used.
Keywords
Citation
Al-Wahsh, Sondos Naif. (2022). The Reality of the implementation of Multiple Intelligences Theory by the Teachers of English and its Relation to their Awareness of Authentic Assessment. AlQuds University
Al-Wahsh، Sondos Naif. (2022). The Reality of the implementation of Multiple Intelligences Theory by the Teachers of English and its Relation to their Awareness of Authentic Assessment [رسالة ماجستير منشورة، جامعة القدس، فلسطين]. المستودع الرقمي لجامعة القدس. https://arab-scholars.com/4a948b
Al-Wahsh، Sondos Naif. (2022). The Reality of the implementation of Multiple Intelligences Theory by the Teachers of English and its Relation to their Awareness of Authentic Assessment [رسالة ماجستير منشورة، جامعة القدس، فلسطين]. المستودع الرقمي لجامعة القدس. https://arab-scholars.com/4a948b