Abstract
This paper investigates how the various educational stages can affect the electronic grading of achievement tests from the viewpoints of science female teachers. To this end, seventy-five female teachers of science affiliated with Karbala schools, Iraq, were selected, and then put into three subgroups (25 teachers each). Drawing on descriptive methodology, a 15-item questionnaire has been designed to analyze the data. The results of data analysis were processed using SPSS and a one-way ANOVA. The results show that the F-computed value hit 5.35, while F-tabulated value hit 3.03. Additionally, dif-ferences have been found in the results of the three subgroups following the computation of Tuk-ey-value, and the comparison of that value with the mean total of these subgroups to find the most impactful subgroup. The paper, also, finds certain differences in the mean results of both primary and preparatory education were the highest of all the subgroups, having reached 16.76 compared to Tukey calculated value which is 12.24. Primary education subgroup, therefore, has made the biggest impact on the other two non-primary subgroups. This paper, accordingly, recommends electronic grading in both intermediate and post-intermediate, but not primary, levels.Keywords: Electronic grading, Tests, Educational levels, Assessment, Achievement, Effect, Teachers' viewpoints.
