Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Journal of Pedagogy and Education Science
Mousa, Mojahed
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
AI-Supported Formative Assessments: Enhancing Student-Centered Learning and Teacher Perceptions Mousa, Mojahed
Journal of Pedagogy and Education Science Vol 4 No 02 (2025): Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/jpes.v4i02.857

Abstract

This study evaluates the effectiveness of AI-supported formative assessments in student-centered learning. Using a reliable questionnaire with a Cronbach's alpha of .854, the research explores teachers' views on AI tools and their impact on formative assessment practices. The findings reveal a generally positive attitude among educators, with an average score of 92.79 and a moderate standard deviation of 9.03, indicating a strong appreciation for AI's role in data collection, analysis, and the creation of innovative assessment tasks. However, the variability in responses points to differing levels of familiarity and perception regarding AI. Interestingly, there were no significant differences in opinions among teachers from public, private, or UNRWA schools, suggesting that factors beyond the type of school play a role in shaping perceptions of AI in formative assessment. Ethical concerns also emerged, including issues related to data privacy, intellectual property, and the potential effects on critical thinking skills. These concerns underscore the necessity for robust data protection policies, ethical guidelines, and comprehensive educational training to mitigate risks and foster responsible AI use. The study concludes that while AI has the potential to greatly enhance formative assessments by boosting efficiency and offering valuable insights, its integration must be approached with careful attention to ethical considerations and academic integrity. Establishing clear guidelines and training programs is crucial for effectively utilizing AI in a student-centered learning environment.
Evaluating the Effectiveness of Backward Design in Enhancing Formative Assessment Practices Mousa, Mojahed
Journal of Pedagogy and Education Science Vol 4 No 03 (2025): Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jpes.001354

Abstract

The research investigates backward design implementation in formative assessment practices to determine its effects on instructional effectiveness, student engagement, and curriculum coherence. It employed a mixed-methods design to gather data from 26 in-service teachers who specialized in STEM and English as a Foreign Language at public, private, and UNRWA schools in Palestine. The research used a combination of structured questionnaires and follow-up interviews to obtain both quantitative and qualitative data. Results showed that teachers acknowledge backward design benefits, which include better student comprehension and improved assessment-objective alignment and student motivation, yet they faced implementation difficulties. Teachers indicated that backward design planning led to increased student participation, better critical thinking abilities, and stronger student ownership of their learning. The participants suggested three modifications to backward design, which included adaptable templates, lighter curriculum requirements, and student reflection integration. The research indicates backward design shows potential to improve formative assessment, but its successful implementation needs specific professional development and contextual modifications. It also demonstrates backward design's value for teaching and learning, yet emphasizes the necessity of combining it with conventional curriculum methods in various educational contexts.
Co-Authors