{"id":4927,"date":"2026-03-02T08:18:46","date_gmt":"2026-03-02T08:18:46","guid":{"rendered":"https:\/\/journal.ziu-university.net\/?p=4927"},"modified":"2026-03-02T08:18:49","modified_gmt":"2026-03-02T08:18:49","slug":"%d8%aa%d8%b5%d9%88%d9%91%d8%b1%d8%a7%d8%aa-%d8%a7%d9%84%d9%85%d8%b9%d9%84%d9%91%d9%85%d9%8a%d9%86-%d8%ad%d9%88%d9%84-%d9%81%d8%a7%d8%b9%d9%84%d9%8a%d9%91%d8%a9-%d8%a7%d9%84%d8%a7%d8%ae%d8%aa%d8%a8-2","status":"publish","type":"post","link":"https:\/\/journal.ziu.edu.sy\/?p=4927","title":{"rendered":"\u062a\u0635\u0648\u0651\u0631\u0627\u062a \u0627\u0644\u0645\u0639\u0644\u0651\u0645\u064a\u0646 \u062d\u0648\u0644 \u0641\u0627\u0639\u0644\u064a\u0651\u0629 \u0627\u0644\u0627\u062e\u062a\u0628\u0627\u0631\u0627\u062a \u0627\u0644\u062a\u062d\u0635\u064a\u0644\u064a\u0651\u0629 \u0641\u064a \u062a\u0642\u0648\u064a\u0645 \u0627\u0644\u0637\u0651\u0644\u0628\u0629\u00a0” \u062f\u0631\u0627\u0633\u0629 \u0646\u0648\u0639\u064a\u0651\u0629”"},"content":{"rendered":"\n

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Abstract <\/strong><\/p>\n\n\n\n

This qualitative study aimed to explore the perceptions of primary school Arabic language teachers regarding the effectiveness of achievement tests in evaluating student learning. The research adopted a qualitative approach, using interviews as the main data collection tool with a sample of female teachers. The study sought to explore the challenges teachers face in designing and implementing tests , and their opinions on the ability of different test types to measure deep understanding and higher-order thinking skills versus memorization. Furthermore, the study investigated the impact of tests on student motivation and the alternative assessment methods proposed by teachers. The study recommended providing professional training for teachers on designing tests that measure higher-order thinking skills , and integrating alternative assessment tools (such as portfolios and projects) to ensure a more comprehensive and equitable evaluation.<\/p>\n\n\n\n

Keywords: Qualitative Studies; Arabic Language Teaching; Primary Stage; Achievement Tests; Learning Assessment; Teachers’ Perceptions; Higher-Order Thinking Skills; Student Motivation; Alternative Assessment; Portfolios.<\/strong><\/p>\n\n\n\n

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