DEGREE TO WHICH TEACHERS WITH LEARNING DISABILITIES USE REALISTIC (ALTERNATIVE) ASSESSMENT STRATEGIES TO ASSESS STUDENTS WITH LEARNING DISABILITIES IN NAJRAN

Abstract

This study aimed to determine the extent to which instructors with learning disabilities in Najran employ realistic (alternative) assessment procedures to measure the learning of students with learning disabilities. The researchers built a 30-item questionnaire with four techniques to address the objectives. The study sample included 48 male and female instructors, representing 85.7% of the study population. The study’s findings revealed that the proportion of instructors with learning disabilities who used realistic (alternative) assessment techniques to measure the learning disabilities students’ learning in Najran was modest on the overall score and across all strategies. In addition, the communication assessment strategy, self-review approach, performance-based assessment strategy, and student file strategy were the most often employed realistic assessment techniques. Furthermore, the researchers did not find statistically significant differences at 0.05 for the degree of employing learning disabilities instructors for realistic (alternative) methodologies to assess students with learning disabilities based on gender. The study recommended the need to rehabilitate and train teachers with disabilities in using and employing realistic assessment strategies. Keywords: Strategies, Realistic Assessment, Learning Disabilities DOI： https://doi.org/10.35741/issn.0258-2724.58.4.98