مجلة الباحث في العلوم الانسانية والاجتماعية
Volume 14, Numéro 2, Pages 47-56
2023-06-14
Theoretical Cognitive-affective Approach To Teachers' Concepts Of Language Assessment Literature -field Study-
Authors : Alla Aicha .
Abstract
The objective of the present study is to identify the Theoretical cognitive-affective approach to teachers' concepts in language assessment literacy it in Algeria, as well as the nature of the differences according to the following demographic variables: (Gender), and the sample consisted of 100 persons, with females=50 and males=50; The study tools included a scale prepared by Ibrahim Mohammad 2022, has been addressed by using standard statistical methods spss28 program, the descriptive approach was adopted, resulted the study at the following results: There are differences at the theoretical cognitive-affective approach to teachers' concepts in language assessment Literacy among language teachers in Algeria. There aren’t statistically significant differences at the level of significance (α =0.01) in the Theoretical cognitive-affective approach to teachers' concepts in language assessment Literacy in Algeria according to the variable gender.
Keywords
Affective, Cognitive Concepts, Language Assessment, Theoretical, Teachers.
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