ASSESSMENT METHODS USED BY MATHEMATICS AND ARABIC LANGUAGE TEACHERS IN MEASURING THE ACHIEVEMENT OF STUDENTS WITH MILD MENTAL DISABILITIES (DOWN SYNDROME) IN PUBLIC SCHOOLS IN THE NORTHERN GOVERNORATES – PALESTINE

Abstract

The study aimed to reveal the level of assessment methods used by mathematics and Arabic language teachers in measuring the achievement of students with mild mental disabilities (Down syndrome) in public schools in the northern governorates, and to identify the difference in the estimates of the study sample members about the level of assessment methods used by teachers of my subjects. Mathematics and the Arabic language in measuring the achievement of students with simple mental disabilities (Down syndrome) in public schools in the northern governorates according to the study variables: gender, specialization, educational qualification, number of years of experience The researchers used the descriptive analytical method, and the study population consisted of all the teachers of mathematics and Arabic language in public schools in the northern governorates / Palestine, who numbered (140) teachers, and the study sample included (119) teachers, i.e. a percentage of (85%) of the study population, and the researchers used the questionnaire tool prepared by them. The study reached the following results: 1. The level of assessment methods used by mathematics and Arabic language teachers in measuring the achievement of students with mild mental disabilities (Down syndrome) in public schools in the northern governorates came to a high degree, with a percentage of (82.2%). 2. There are no differences in the average level of assessment methods used by teachers of mathematics and Arabic language in measuring the achievement of students with mild mental disabilities (Down syndrome) in public schools in the northern governorates due to the gender variable. 3. There are no differences in the average level of assessment methods used by teachers of mathematics and Arabic language in measuring the achievement of students with mild mental disabilities (Down syndrome) in public schools in the northern governorates due to the variable of specialization. 4. There are no differences in the average level of assessment methods used by mathematics and Arabic language teachers in measuring the achievement of students with mild mental disabilities (Down syndrome) in public schools in the northern governorates due to the educational qualification variable. 5. There are differences in the level of assessment methods used by mathematics and Arabic language teachers in measuring the achievement of students with mild mental disabilities (Down syndrome) in public schools in the northern governorates due to the variable number of years of experience, and that the differences in the total score were between (less than 5 years) and (more than 10 years) in favor of (less than 5 years), and between (5-10 years) and (more than 10 years) in favor of (5-10 years).