An Exploratory Study Of Teachers' Assessment Of Project Work. The Case Of Efl Middle School Teachers In Batna During The 2007-2008 School Year

ﺇﻥ ﺍﻟﻐﺭﺽ ﺍﻟﺭﺌﻴﺱ ﻤﻥ ﻫﺫﺍ ﺍﻟﺒﺤﺙ ﻫﻭ ﺍﺴﺘﻜﺸﺎﻑ ﺍﻻﻨﺠﻠﻴﺯﻴﺔ ﻜﻠﻐﺔ ﺃﺠﻨﺒﻴﺔ ﻟﻤﻌﻠﻤﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﻤﺘﻭﺴﻁﺔ ﻟﻔﻬﻡ ﺍﻟﻐﺭﺽ ﻤﻥ ﺍﻟﺘﻘﻴﻴﻡ ﻭﺍﻟﻘﻴﻤﺔ ﻓﻲ ﺇﻁﺎﺭ ﻋﻤل ﺍﻟﻤﺸﺭﻭﻉ ﻭﺘﺤﺩﻴﺩ ﻁﺭﻴﻘﺔ ﻋﻤل ﻤﺸﺎﺭﻴﻊ ﺘﻼﻤﻴﺫﻫﻡ ﻭﺍﻷﺴﺒﺎﺏ ﺍﻟﺘﻲ ﺃﺩﺕ ﺒﻬﻡ ﺇﻟﻰ ﻤﻤﺎﺭﺴﺘﻬﺎ ﺍﻟﺘﻘﻴﻴﻡ ﺍﻟﻔﻌﻠﻲ. ﻭﻗﺩ ﻜﺸﻔﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺒﺄﻥ ﺃﻏﻠﺏ ﺃﺴﺎﺘﺫﺓ ﺍﻟﻠﻐﺔ ﺍﻹﻨﺠﻠﻴﺯﻴﺔ ﻜﻠﻐﺔ ﺃﺠﻨﺒﻴﺔ ﺍﻟﻤﺸﺎﺭﻜﻴﻥ ﻓﻲ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻓﻬﻤﻭﺍ ﺍﻟﻐﺭﺽ ﻤﻥ ﺍﻟﺘﻘﻴﻴﻡ ﻭﺍﻟﻘﻴﻤﺔ ﻀﻤﻥ ﻋﻤل ﺍﻟﻤﺸﺭﻭﻉ، ﻭﻟﻜﻥ ﻻ ﻴﺯﺍﻟﻭﻥ ﻴﻌﺘﻤﺩﻭﻥ ﻋﻠﻰ ﺘﻘﻴﻴﻡ ﺍﻟﺘﻠﺨﻴﺹ ﻭﺍﻟﺘﻭﺠﻪ ﻨﺤﻭ ﺘﻘﻴﻴﻡ ﺠﻭﺩﺓ ﺍﻟﻌﻤل ﺒﺩﻻ ﻤﻥ ﻨﻭﻋﻴﺔ ﺍﻟﺘﻌﻠﻡ .ﻭﺘﻜﺸﻑ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺃﻴﻀﺎ ﺍﻟﺼﻌﻭﺒﺎﺕ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻲ ﺘﻭﺍﺠﻪ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﺘﻘﻴﻴﻡ ﺍﻟﺘﻜﻭﻴﻨﻲ ﻟﻸﻁﻔﺎل ﻭﺭﺩﻭﺩ ﻓﻌل ﺍﻟﺘﻌﻠﻡ ﻤﻥ ﺫﻟﻙ :ﺍﻟﻘﺴﻡ ﺍﻟﻤﺩﺭﺴﻲ، ﻋﺩﻡ ﻜﻔﺎﻴﺔ ﺍﻟﺘﺩﺭﻴﺏ، ﻨﻘﺹ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﻤﻬﻨﻴﺔ ﻭﻤﻘﺎﻭﻤﺔ ﺍﻟﺘﻐﻴﻴﺭ. The overall purposes of this research is to explore English as a Foreign Language (EFL) middle school teachers’ understanding of the purpose and value of assessment within project work (PW), determine the way they assess their pupils’ project work and identify the reasons that have led them to their actual assessment practices. The results show that most EFL teachers involved in this study do understand the purpose and value of assessment within PW but still rely on summative assessment (SA) and tend to assess the quantity of work rather than the quality of learning. This study also reveals the practical difficulties teachers face in using formative assessment (FA) to provide feedback children’s. Among these are: class and time management, insufficient training, lack of professional development and resistance to change.