المادة الأساسية : اللغة العربية مؤش

المادة الأساسية : اللغة العربية
مؤشر الأداء: التقدم الدراسي
مصادر الأدلة :ـ نتائج Esis لمادة اللغة العربية لمدرسة الطويلة للأعوام (2014 ـ 2015 و 2015 ـ 2016 )
ـ بيانات ESis للطلبة الإماراتين .
ـ نتائج الإمسا للأعوام ( 2014 ـ 2015 ـ 2016)
*ما الذي تشير إليه مراجعة أو تحليل مصادر الأدلة :
من خلال مراجعة نتائج Esis لمادة اللغة العربية في مدرسة الطويلة ومقارنة نتائج بداية العام للطالبات بنهاية هذا العام لوحظ تدني حصول الطلاب على نسب (B ، A) في الصفوف الثاني ( %6 - ) والثالث (%11- ) و الرابع ( %8- ) والخامس ( %12- ) وثبات النسبة في الصف الأول عما كانت عليه في بداية العام .
ـ وزيادة نسبة حصول الطالبات على نسب ( D،C ) الصف الثاني ( %8+) والثالث (%12+) والرابع (%8+ ) والخامس ( %11+) وثبات النسبة في الصف الأول عما كانت عليه في بداية العام الدراسي وعدم حصول الطالبات على تقدير ( E) في صفوف الأول والثالث والرابع والخامس ، اما بالنسبة للصف الثاني فقد قلة النسبة بمعدل (%2-).
وبمقارنة نتائج المدرسة بالمعدلات الوطنية لوحظ تقارب النسب مع المعدلات الوطنية حيث كانت كالتالي :
للنسب ( B،A) الصف الأول (%7-) الصف الثاني ( %4-) الصف الثالث (%3+)
الصف الرابع (%10-) الصف الخامس ( %6-)
وللنسب (D،C) الصف الأول (%1+) والثاني (%8+) والثالث (%11-) والرابع (%3+)
والخامس (%2+)
هذا وتجدر الإشارة إلى انه كان هناك خلل في نظام ادخال الدرجات خلال الفصل للدراسي الثاني مما أثر على المعدلات النهائية للطالبات في الفصل الثالث ونتج عنه تدني النسب .
المؤشر العام
حلقة أولى
المستوى : جيد جداً

Results (English) 1:

Main article: Arabic language Performance indicator: progress Sources of evidence: Esis results for Arabic language long school years (2014, 2015 and 2016, 2015)ESis data for alamaratin students.Results of alamsa (2014 2015 2016)* What do you review or analysis of sources of evidence:By reviewing results of Esis to Arabic language long school year results compared to the students by the end of this year, noted low getting students to ratios (B, A) in second row (6%) and third (11%) and fourth (8%) and v (12%) and steady in first grade than it was at the beginning of the year.And increase the proportion of students obtaining the proportions (D, C) second row (+ 8%) and third (+ 12%) and IV (+ 8%) and v (+ 11%) and steady in first grade than it was at the beginning of the school year and the estimation of students (E) among I, III, IV and v, as for the second grade for low rate (% 2).Comparing the results of school national rates observed convergence ratios with national rates were as follows:Proportions (B, A) first row (% 7-) second row (4%) grade 3 (+ 3%) Fourth grade (10%) grade (6%.) And descent (D, C) first row (% 1 +) and 2 (+ 8%) and third (11%) and IV (+ 3%) And v (+ 2%) It should be noted that there was a glitch in the system enter grades during the second academic semester, affecting final rates for students in third grade and resulted in low percentages.General index First episode Level: very good

Results (English) 2:

Basic material: Arabic Language
Performance Index: academic progress
sources of evidence: the results of Esis for Arabic language school for long years (2014 2015 and 2015 2016)
ESis data for students emirates.
Alamsa results for the years (2014 2015 2016)
* What indicated by the review or analysis of sources of evidence:
by reviewing the results of Esis of the Arabic language in the long school and compare the results of the beginning of the year for the students at the end of this year , noted the low students get the ratios (B, a) in the second row (6%) - and the third (% 11.) and fourth (% 8) and fifth (12%) and the stability of the ratio in the first row than it was at the beginning of the year.
the increase in the proportion of female students obtain ratios (D, C) the second row (8% +) and third (% +12) and fourth (8% +) and fifth (11% +) and the stability of the ratio in the first row than it was at the beginning of the school year and not the students obtain an estimate (E) in the ranks of the first, third, fourth and fifth, but for the second grade has few percentage rate of (% 2). By
comparing school results of the national rates observed convergence levels with the national averages , where were as follows: the
percentages (B, a) first grade (7%) , the second row (4%) , the third row (3% +)
fourth grade (% 10) , fifth grade (6%)
and ratios (D, C) the first grade (% 1 +) and second (8% +) and third (% 11) and fourth (3% +)
and V (+ 2%) of
this it should be noted that there was a defect in the introduction of the grading system in the second quarter of the semester , which affected the final rates for students in the third quarter and resulted in lower ratios. the
general index of the
first loop
level: very good

Results (English) 3:

Subject: EnglishPerformance indicator; study progressSources of evidence: the results of Esis of Arabic language for a long for 2014 – 2015 and 2015 – 2016)Data ESis Alamaratyn students.Results of EMSA for the years (2014 - 2016 of 2015)As indicated in the review and analysis of sources of evidence:By reviewing the results of the Esis long school of Arabic language and compare results to the beginning of the year to students by the end of this year, the observed low rates of B for students, A) in second grades (%6.) third (%11.), fourth (%8.) fifth (%12 and proportion. Grade first than it was at the beginning of the year.- increase the proportion of female students to obtain ratios (D C), grade second (%8 +) fourth (+) third (%12%8 +) fifth (%11 +) and grade first than at the beginning of the academic year and students rated E) among first third, fifth, fourth and second grade. As for the low percentage rate (%2.).By comparing the results of the school national rates observed convergence rates with national averages was as follows:The ratio (B, A)%7), grade first (grade second)%4%3 (grade third +).%10), grade fourth (grade fifth)%6.)Wllnsb (D C), grade first (%1%8 +) second (+) third (+%11. (fourth)%3)Fifth (%2 +)It should be noted that there was a bug in the enter score during the season Lldrasy second affecting the final rates of female students in the chapter third, resulting in a low the ratios.The general indexFirst circleLevel: very good.