Continuous Assessment Skills used by Arabic Language Female Teachers of Basic Education in Oman

Abstract

The study aims at identifying learners' continuous assessment skills required by female Arabic language teachers in the first cycle of basic education in Oman. It also aims at determining the level of mastery of these skills by female Arabic language teachers in the first cycle of basic education, in order to propose a training programme that would help Arabic language teachers to acquire these skills while they are still in service. The researcher designed a self-assessment scale that can be used by Arabic language teachers in the first cycle of basic education in Oman. The scale was validated by being refereed by 12 arbitrators and applied to an exploratory sample of teachers. The research sample consisted of 54 female Arabic language teachers in the first cycle of basic education in Oman working in the Governorate of Dhofar, Sultanate of Oman. The nine supervisors applied the memorandum to them. The study findings reveal that there is low performance in a number of skills. Parents are not contacted before the beginning of the school year to inform them of the proposed plan to improve the level of the student, keeping a record of discussion refers to the ideas of students, and apply a short test after each unit. The study recommended the need to train Arabic language teachers in the first stage of basic education in the skills of continuous assessment, as well as to benefit from the proposed training program. Establish a system of integrated training programs that help develop continuous evaluation and draw attention to the basis of the main issue built by the interaction portfolio Between the parties to the educational system.