A proposed proposal for the development of mathematics learning calendar for intermediate stage in Saudi Arabia in the light of alternative assessment strategies

Abstract

The present study aimed to identify appropriate alternative evaluation strategies for learning mathematics in the intermediate stage and the evaluation activities of each strategy. The study was applied to the descriptive descriptive method. The sample of the study consisted of the mathematics curriculum in the intermediate stage included in: (teacher's guides, assessment guides), the teacher's copy of the first, second, and third grades for the first and second semesters, For analysis, in accordance with the amended edition 1435 H / 2014. In addition to the alternative assessment strategies, which were designed after reviewing the studies on alternative evaluation strategies in the field of mathematics and the characteristics of middle school students, the tool was developed for the middle stage. The list consisted of thirty-two paragraphs. The process of analyzing the curriculum was carried out in three steps: First, a table was prepared containing the units included in the mathematics textbooks for the intermediate stage, the alternative evaluation strategies and the paragraphs of each strategy. Second: The results of the analysis are abstracted by calculating the frequency of each paragraph in the list and included in the mathematics curriculum in the form of descriptive quantitative analysis. Third: Calculate the frequency of each strategy and the percentage of the extent to which each alternative assessment clause is included in the mathematics curriculum. The results of the study were as follows: 1 The percentages of inclusion of the mathematics curriculum for the activities of the alternative evaluation strategies varied. The higher observation strategy was 28% in the first grade, 30% in the intermediate second grade, and 38% in the third grade. Paper and pencil assessment strategy, 12% lower in the average grade 1 curriculum, 13% in the intermediate second grade curriculum, and 11% in the average third grade curriculum. 2 There is convergence but not balanced in the level of inclusion of alternative assessment activities for all strategies in the mathematics curriculum of the intermediate stage. 3 - There are deficiencies in the inclusion of alternative assessment strategies and their activities in the mathematics curriculum for the intermediate stage, which means that they do not achieve the structural philosophy that calls for the elimination of tests in traditional form, and attention to the original calendar such as: files of achievement, interviews, self-evaluation, The study recommended the importance of the need for the attention of the planners and developers of mathematics curricula for the intermediate stage in the Kingdom of Saudi Arabia to find a kind of balance in the inclusion of these curricula alternative evaluation strategies, and the activities of each strategy.