SPECIAL EDUCATION TEACHERS' POSSESSION OF THE SKILL OF DEALING WITH ELECTRONIC ASSESSMENT TOOLS IN THE KINGDOM OF SAUDI ARABIA

Abstract

This study describes a new idea based on measuring the degree to which special education teachers possess the skill of dealing with electronic assessment tools. The electronic assessment tools and teachers' skills in dealing with them save teachers' time and effort in general and special education teachers in particular. These tools also enable them to determine the actual levels of students with disabilities, reduce their workload, and identify learning problems for students with disabilities. Additionally, they make it easier for the teachers to prepare reports and communicate with the students at home. Furthermore, teachers' knowledge of multiple electronic assessment methods reflects the performance level of each student with a disability in a clear, individual manner. Hence, this provides an equal and balanced level in assessing the student’s educational level. Therefore, this study aimed to know the degree to which special education teachers possess the skill of dealing with electronic assessment tools and show the differences in the sample responses according to gender, specialization, and years of experience variables. The study used a descriptive approach to achieve its objectives. The study sample consisted of 237 male and female teachers of special education selected from public schools in the southern regions of the Kingdom of Saudi Arabia. The questionnaire was used for data collection after its validity and reliability checking. The results showed that the degree to which special education teachers possess the skill of dealing with electronic assessment tools from the perspective of the study sample was medium. Also, there were statistically significant differences in the degree to which special education teachers know electronic assessment tools from the viewpoint of the study sample due to the variables of gender in favor of females and specialization in favor of teachers of learning and intellectual disabilities. However, the statistical differences attributed to the variable of years of experience were absent. Note that educational officials and decision-makers in the Ministry of Education are keen to train special education teachers in skills with electronic assessment tools in schools and centers of education for students with disabilities. They play an efficient role in the success of the teaching-learning process for students with disabilities, facilitate the work of teachers, and alleviate their burdens. It is also necessary to conduct a qualitative study complementing this study that examines the obstacles and difficulties that special education teachers possess the skill of dealing with electronic assessment tools in the Kingdom of Saudi Arabia. Knowing and analyzing these obstacles and problems may be a good indicator in the future to develop proposals by educational officials in the Ministry of Education to enhance and develop special teachers' education in skills of dealing with electronic assessment tools, which will benefit the outcomes of the educational process.