Abstract
The study aimed at identifying the philosophy of performance-based evaluation and grading standards between the formative and summative evaluations in some theoretical and applied courses in the Faculty of Physical Education for Boys. The researcher used the Meta-analysis curriculum and the descriptive curriculum. The study sample included a number of faculty staff and students of different years. The most important results were the existence of a difference in the philosophy of performance-based evaluation and grading standards, and the study also proved the latest contemporary educational trends in the philosophy and standards of grading in the field of physical
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