Formative Assessment: A Bridge to Academic Excellence
| المصدر: | مجلة الرسالة للدراسات والبحوث الإنسانية |
|---|---|
| الناشر: | جامعة العربي التبسي تبسة - مخبر الدراسات الإنسانية والأدبية |
| المؤلف الرئيسي: | Kerma, Mokhtar (Author) |
| المجلد/العدد: | مج9, ع1 |
| محكمة: | نعم |
| الدولة: |
الجزائر |
| التاريخ الميلادي: |
2024
|
| الشهر: | أفريل |
| الصفحات: | 64 - 75 |
| ISSN: |
2543-3938 |
| رقم MD: | 1498886 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | HumanIndex |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Assessment Strategies | Competencies | Formative Assessment | Higher Education | Learning Outcomes | Learning Quality
|
| رابط المحتوى: |
الناشر لهذه المادة لم يسمح بإتاحتها. |
| LEADER | 01966nam a22002177a 4500 | ||
|---|---|---|---|
| 001 | 2242750 | ||
| 041 | |a eng | ||
| 044 | |b الجزائر | ||
| 100 | |a Kerma, Mokhtar |e Author |9 564240 | ||
| 245 | |a Formative Assessment: |b A Bridge to Academic Excellence | ||
| 260 | |b جامعة العربي التبسي تبسة - مخبر الدراسات الإنسانية والأدبية |c 2024 |g أفريل | ||
| 300 | |a 64 - 75 | ||
| 336 | |a بحوث ومقالات |b Article | ||
| 520 | |b This study examines how formative assessment contributes to academic excellence in Algerian higher education. The primary objective was to investigate formative assessment strategies used by teachers at Oran-2 University, Algeria. The focus is on assessing teachers' knowledge and understanding of evaluating students' competencies, including learner engagement, skill acquisition, and learning outcomes. The study utilizes a mixed-method case study design, combining quantitative and qualitative data collection and analysis. The target population consists of 30 tertiary teachers during the second semester of the academic year 2022. The findings indicate that formative assessment is employed at Oran-2 University, but there is inconsistency in its usage. | ||
| 653 | |a التعليم العالي |a الاستراتيجيات التعليمية |a التقييم التكويني |a الجزائر | ||
| 692 | |b Assessment Strategies |b Competencies |b Formative Assessment |b Higher Education |b Learning Outcomes |b Learning Quality | ||
| 773 | |4 العلوم الإنسانية ، متعددة التخصصات |6 Humanities, Multidisciplinary |c 040 |e Journal of El-Ryssala for Studies and Research in Humanities |f Mağallaẗ al-risālaẗ li-l-dirāsāt wa al-buḥūṯ al-insāniyaẗ |l 001 |m مج9, ع1 |o 2260 |s مجلة الرسالة للدراسات والبحوث الإنسانية |v 009 |x 2543-3938 | ||
| 856 | |u 2260-009-001-040.pdf | ||
| 930 | |d n |p y |q n | ||
| 995 | |a HumanIndex | ||
| 999 | |c 1498886 |d 1498886 | ||
عناصر مشابهة
-
Bearings on Classroom Assessment Practices: From Perception to Practice
بواسطة: Kerma, Mokhtar منشور: (2023) -
Teacher’s Perceptions of Classroom Assessment Practices in the Algerian Primary School
بواسطة: Kerma, Mokhtar منشور: (2018) -
The Effect of Overcrowded Classrooms on Teachers Performance
بواسطة: Kerma, Mokhtar منشور: (2019) -
The Impact of Artificial Intelligence on Algerian Learners' Critical Thinking
بواسطة: Kerma, Mokhtar منشور: (2025) -
Djelfa the Fourth Biggest City in Algeria
بواسطة: Kerma, Maria Zoubida منشور: (2024)
