مدى تطبيق معلمي الرياضيات لإستراتيجيات التقويم البديل في المرحلة الأساسية العليا
The study aimed to identify the extent to which mathematics teachers in the upper elementary stage apply alternative assessment strategies. The study sample consisted of (124) teachers who were selected randomly from schools in the Amman Education Directorate for the academic year (2023-2024). In order to achieve the study's objectives, a questionnaire was developed to measure the study variables, consisting of (41) items distributed across six dimitions, and its validity and reliability were confirmed. The results of the study showed that there are statistically significant differences at a significance level (α≤0.05) in the extent of application of alternative assessment strategies by male and female mathematics teachers, attributed to the gender variable for the strategies of peer assessment and paper-and-pencil assessment, in favor of female teachers. There were no differences in the rest of the strategies attributed to gender. The results also showed no statistically significant differences in the extent of application of alternative assessment strategies by mathematics teachers attributed to educational qualification and teaching experience. (Published abstract)