Attitudes of Fifth-Year Primary School Teachers towards Modern Assessment Methods and Their Effect on Academic Competency Achievement: Hassi R'Mel as a Model

Teacher attitudes, Modern assessment methods, Academic competency achievement, Competency-based approach, Primary education

This study examined the relationship between fifth-year primary teachers' attitudes towards modern assessment methods and pupils' academic competency achievement in Arabic language activities in Hassi R'Mel, Algeria. A descriptive correlational-predictive design was used, with total enumeration of eighteen teachers and classes (470 pupils), a thirty-item attitude scale (alpha = .986), and a documentary achievement form. Attitude scores correlated very strongly with class averages (r = .980, p < .001) and mastery rates (r = .963, p < .001), and significantly predicted achievement (R2 = .961). Recently trained teachers scored higher than veterans. Results are discussed cautiously alongside comparable Algerian and international literature.