Abstract

The study aimed to identify the differences between the average scores of experimental and control groups in post-experiment test, the effect of using authentic assessment on academic achievement, and the relationship between authentic assessment and academic achievement in computer course among intermediate school students in Tabuk. We created two groups following a semi-experimental approach. We designed an achievement test, authentic assessment tools, and an authentic assessment guide. They were applied to a randomly clustered sample of (66) second-year female students at an intermediate school. We analyzed the data statistically using (ITEMAN) and (SPSS) programs. We found a statistically significant difference in the arithmetic averages between the experimental and control groups scores at the significance level (0.01) for the experimental group. Also, there is a positive and statistically significant effect and correlation of the authentic evaluation on academic achievement at the significance level (0.01). Also, there is an effect of the authentic evaluation on academic achievement at the level of significance (0.01). The study also found a positive correlation between the authentic assessment and academic achievement at the level of significance (0.01), and to predict the degrees of academic achievement from the authentic assessment degrees using the following regression equation: Academic achievement = (-10.674) + (1.027) * authentic assessment. In light of these results, a set of recommendations were presented, including: inclusion of authentic assessment in the educational process.