The Beliefs of the Teachers of the Second Cycle of ‎Basic Education in the Sultanate of Oman about the ‎Continuous Assessment and Their Relationship with ‎the Practices of Its Competencies

Abstract

This study aimed to identify the beliefs of the teachers of the second cycle of basic education in the Sultanate of Oman about the continuous assessment and their relationship with the practices of its competencies. A descriptive correlational research approach was employed. A questionnaire was constructed consisting of two parts: the beliefs and the competencies. It was applied to (168) male and female teachers of grades (5-10) in all academic majors. Results showed that the participants believed that continuous assessment has a high degree of importance and that they practiced its competencies with a high degree, except for the competency related to the analysis and interpretation of the results, where the degree of its practice was moderate. The results also indicated that beliefs about the importance of continuous assessment were positively related to the practice of its competencies, as teachers' beliefs explained (31.36%) of the variance in the practices. The study concluded the necessity of educating teachers about the importance of applying continuous assessment to improve student learning and teaching practices, as well as conducting more studies related to continuous assessment