شبكة المعلومات العربية التربوية

The study aimed at investigating the degree of senior primary stage mathematics teachers’ awareness of diagnostic assessment and their attitudes to using it in teaching. To achieve the purpose of the study, two scales were developed: teachers’ awareness of diagnostic assessment and teachers’ attitudes toward using it in teaching scales. And reliability and validity were established and conducted at a sample of (159) teachers from Al-Balqa Governorate. The findings pointed out statistically significant differences at (α = 0.05) in mathematics teachers’ degree of awareness of diagnostic assessment due to educational level, while there were no statistically significant differences that can be attributed to gender, experience, and educational training courses. Furthermore, the results indicated that there were no statistically significant differences at (α = 0.05) in teachers attitudes to use the diagnostic assessment in teaching due to gender, educational level, experience, and educational training courses. In light of the results, the researcher recommended that mathematics teachers should be trained at the right time. (Author’s abstract)