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
| dc.contributor.author | Sondos Naif Saad Al-Wahsh سندس نايف سعد الوحش | |
| dc.date.accessioned | 2022-10-04T11:09:28Z | |
| dc.date.available | 2022-10-04T11:09:28Z | |
| dc.date.issued | 2022-08-02 | |
| dc.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. | |
| dc.description.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. | |
| dc.description.sponsorship | N / A | |
| dc.identifier.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 | |
| dc.identifier.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 [رسالة ماجستير منشورة، جامعة القدس، فلسطين]. المستودع الرقمي لجامعة القدس. https://arab-scholars.com/4a948b | en |
| dc.identifier.uri | https://dspace.alquds.edu/handle/20.500.12213/6668 | |
| dc.language.iso | en | |
| dc.publisher | Al-Quds University | |
| dc.relation.ispartofseries | N/A | |
| dc.title | 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 | |
| dc.type | Thesis |