Arabic Language Teachers' Evaluation Methodes Basic Cycle Students at UNRWA Schools in Nablus Educational District

This study aimed at investigating the Arabic teachers' evaluation methods of Basic school students. The study also sought to find out the effect of several variables on the teachers' exploitation of these methods. To this end, the study raised two questions: To what extent do Arabic teachers use the methods of evaluation of their students (5-9th grades) at UNRWA schools in Nablus educational district? Do Arabic teachers' methods of evaluation of their basic graders differ according to the variables of sex, academic qualification, years or teaching experience, class size, and grades taught by the teachers? To answer the questions of the study, the researcher developed a questionnaire of 81 items distributed among seven domains. To check its reliability, the questionnaire was reviewed by a jury of specialists. The validity of the instrument was calculated by using Cronback Alpha equation. And it was 0.93. The questionnaire then was administered to the target population: All Arabic language teachers of the 5th-9 th grades at UNRWA schools. The subjects of the study were 114 teachers or both sexes distributed among UNR\VA schools in Nablus education al district. These schools were in Jenin, Nablus, Tulkarm and Qalqi lya. And because the study covered all the population of the study, the researcher used the descriptive statistics instead of inferential statistics. For the analysis of the study findings, the researcher used the SPSS, the arithmetic means, the standard deviations and percentages. The study revealed number or findings. One is that the method of oral and aural tests received/ had the highest arithmetic means: 4.24 out of 5; the percentage was 84.8%. This was followed by the method of composition and speed tests: 3.79 degrees; the percentage was 75.8%. Method of dictation, handwriting and syntax tests came third: 3.72 degrees; the percentage amounted to 74.4% The method of research, homework assignments, outside class language activities came fourth: 3.54; the percentage was 70.8%. This was followed by the method of poor evaluation, cooperative evaluation, and self-evaluation: 3.48 degrees; the percentages was 69.0 Methods or group discussion, classroom participation and teachers' remarks came before the last domain. Extent of its use was 3 .42; its percentage was 68.4<%. The method of written tests, essay, objective and standardized, had the lowest arithmetic means in terms of their use: 3 .12; its percentage amounted to 62.4%. Second, the study revealed that the arithmetic means among teachers' degree of use were close on the variable of sex, academic qualification, class size and grades taught by teacher. The results also showed that the arithmetic means, on degrees of use or methods of evaluation, were higher among female teachers clue to the sex variable. The arithmetic means, on degrees of use, were higher among teachers holding a bachelor's degree in comparison with diploma holders (academic qualification variable). On degrees or use, arithmetic means were higher among teachers of classes of 20-40 students than among teachers of classes which had more than 40 students. On degrees of use. the arithmetic means were higher among teachers of junior stage than among teachers of junior high stage (grades taught by teacher). Pertaining to years of teaching experience variable, it was found that the arithmetic means were the highest among teachers who had less than five years of experience, followed by those who had 6-1 0 years of experience and those who had more than ten years of experience. In the light of these findings, the researcher recommends holding training programs on evaluation to follow up teachers of both sexes to improve their methods of language evaluation. The researcher also recommends that Arabic language supervisors, UNRWA 's Department of Education, in Nablus area, give insight to Arabic teachers with long experience concerning the importance of modern evaluation methods. In addition, the researcher recommends establishment or a bank or questions for all various branches of Arabic taught in the primary stage and making active use of them.