Volume 2, Issue 1, June 2014, Pages 127–134
Prof. Dr. Abdel-Rahman Kamel Abdel-Rahman Mahmoud1
1 Fayoum University, Faculty of Education, Department of Curricula & Methodology, Egypt
Original language: English
Copyright © 2014 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
In traditional teaching, assessment is an action that has an external characteristic, centered on the specific and final result of an action regarding an object that does not correspond to a mental program pre-established by the person using it, that is, it is beyond all internal learning process. It responds to an external manipulation of an internal process.
An assessment culture is generated in educational institutions that lay emphasis on products. It emphasizes as well the power of those who have the authority as sole responsible persons for the generation, implementation, and decision making; and in the absence of other actors as creative and participants in the assessment process.
The first explicitly stated Arabic curriculum for public schools in Egypt appeared in 1970 (Ministry of Education, 1970). It outlined a rationale for the teaching of Arabic in the Egypt and stated general and specific aims for teaching it. It described the theoretical framework and pedagogical practices by which these aims could be achieved and suggested ways for the evaluation of their achievement.
In 1990, a new revision of the curriculum of Arabic was adopted and new teaching materials were prepared to implement it. This currently-used curriculum has introduced various changes and delineated general and specific objectives of Arabic language teaching in Egypt in more realistic and functional terms.
Author Keywords: Assessment Culture, Initial Arabic, Teacher, Teaching.
Prof. Dr. Abdel-Rahman Kamel Abdel-Rahman Mahmoud1
1 Fayoum University, Faculty of Education, Department of Curricula & Methodology, Egypt
Original language: English
Copyright © 2014 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
In traditional teaching, assessment is an action that has an external characteristic, centered on the specific and final result of an action regarding an object that does not correspond to a mental program pre-established by the person using it, that is, it is beyond all internal learning process. It responds to an external manipulation of an internal process.
An assessment culture is generated in educational institutions that lay emphasis on products. It emphasizes as well the power of those who have the authority as sole responsible persons for the generation, implementation, and decision making; and in the absence of other actors as creative and participants in the assessment process.
The first explicitly stated Arabic curriculum for public schools in Egypt appeared in 1970 (Ministry of Education, 1970). It outlined a rationale for the teaching of Arabic in the Egypt and stated general and specific aims for teaching it. It described the theoretical framework and pedagogical practices by which these aims could be achieved and suggested ways for the evaluation of their achievement.
In 1990, a new revision of the curriculum of Arabic was adopted and new teaching materials were prepared to implement it. This currently-used curriculum has introduced various changes and delineated general and specific objectives of Arabic language teaching in Egypt in more realistic and functional terms.
Author Keywords: Assessment Culture, Initial Arabic, Teacher, Teaching.
How to Cite this Article
Prof. Dr. Abdel-Rahman Kamel Abdel-Rahman Mahmoud, “Towards a transformation of the Assessment Culture in Initial Arabic Teacher Teaching,” International Journal of Innovation and Scientific Research, vol. 2, no. 1, pp. 127–134, June 2014.
