شبكة المعلومات العربية التربوية

The current study aimed to identify alternative assessment strategies that suits mathematics learning at intermediate stage. A qualitative methodology was applied, and the sample of the study consisted of (12) units from mathematics Curriculum at intermediate stage which includes (teachers evidence, assessment evidence, teacher copy) in the first, second and third grade at intermediate stage. Moreover, the study designed an analysis tool consisted of (32) items that aims to analyze mathematics Curriculum at intermediate stage in the light of alternative assessment strategies. The analysis process was achieved in three stages: 1) a table were designed including the units from mathematics Curriculum at intermediate stage and the alternative assessment strategies items, 2) an analysis schedule was done through calculating the frequency of each item in the list and included in mathematics Curriculum, 3) calculating the frequency and percentage of each alternative assessment strategy included in mathematics Curriculum. The study was limited to analyzing mathematic learning assessment methods which included in mathematics Curriculum at intermediate stage in the first and second semester 2014/1435 in the light of alternative assessment strategies (performance assessment strategy, observation strategy, communication assessment strategy, self-review strategy, paper and pen assessment strategy). The findings of the study indicated the following: 1) alternative assessment strategies percentage varied regarding mathematics Curriculum, were observation strategy ranked first with 28% in first grade Curriculum, 30% in second grade Curriculum and 38% in third grade Curriculum, while paper and pen assessment strategy ranked at last with 12% in first grade Curriculum, 13% in second grade Curriculum and 11% in third grade Curriculum, 2) there was a convergence but not balanced in the level of including alternative assessment strategies in mathematics learning at intermediate stage, 3) the results of the study showed that there was shortcomings in embedding alternative assessment strategies in mathematics learning at intermediate stage, which indicates that officials should apply effective assessment methods like achievement file, interviews, self-review strategy instead of traditional exams. (Published Abstract)