أثر استخدام استراتيجيات التقويم البديل في التحصيل المباشر والمؤجل في الرياضيات والاتجاهات نحوها لدى طلاب الصف السادس الأساسي
The study aimed to identify the effect of using alternative evaluation Strategies on Mathematics Achievement and Retention and Attitudes towards Mathematics of Sixth Grade Students in Jordan. To achieve the goals of the study, an experimental approach with a quasi-experimental design was used, and the study instruments consisted of: A test of mathematics achievement and a measure of attitudes towards mathematics, and its validity and reliability were confirmed. The study sample consisted of (59) sixth-grade students at the Al Mogher Basic School for Boys affiliated with the Directorate of Education - Irbid District, in the first semester of the year 2023-2024 AD, where the two sections of the study were randomly distributed to experimental group consisting of (29) students who were taught using Alternative Evaluation Strategies, and a control group consisting of (30) students who were taught in the usual way. The results showed that: 1) There was a statistical significance in enhancing of Mathematics achievement and retention at the significance level (α = 0.05) in favor of the experimental group that was taught using the Alternative Evaluation Strategies, 2) There was a statistical significance in the enhancing of attitudes towards mathematics at the significance level (α = 0.05) in favor of the experimental group that was taught using alternative evaluation strategies. (Author’s abstract)