Jordanian Teachers’ Role In Developing Electronic Assessment Tools For Modern Education

Abstract

The current study aimed to investigate the Jordanian teacher role in designing electronic assessment tools in conformity with modern education needs and to identify challenges and possible solutions to improve these tools. The researcher followed a mixed-methods design (quantitative and qualitative). A 30-item questionnaire was designed and distributed among 420 male and female teachers from the public schools in Jordan through convenience sampling to investigate three domains: the current use of electronic assessment tools, the teachers' knowledge of the requirements of modern education in assessment, and the impact of professional training and development. Qualitative questions were addressed through interviews with 26 teachers, which were analyzed using thematic analysis based on the Miles and Huberman model.l. The results revealed that teachers’ use of electronic assessment tools, their knowledge of modern educational requirements, and the impact of professional training were all rated at a high level. The interview results highlighted that the main challenges included overcrowded classrooms, weak infrastructure, and limited training opportunities, whereas the most prominent means of development were intensifying teacher training programs, updating educational policies, and designing digital assessment tools aligned with 21st-century skills. Based on these findings, the researcher proposed a set of recommendations to advance electronic assessment in Jordanian education.