This study aimed at investigating the degree of utilizing the authentic assessment for mathematics teachers and exploring the effect of some factors related to teachers (training programs, gender and years of experience) in making differences in their degree of utilizing the assessment strategies. To achieve the aims of the study, a questionnaire was built and 13 teachers were interviewed. The study sample consisted of 119 teachers who taught mathematics at Zarqa governorate. Results revealed that the degree of utilizing the authentic assessment for mathematics teachers was high for the most of the items of the questionnaire and for the questionnaire as a total, but it was intermediate in some domains. Results also revealed that there were no statistically significant differences in teachers' response toward the questionnaire related to the effect of teachers' training programs and number of years of experience. Whereas, there were a statistically significant differences in teachers’ response toward the questionnaire related to the effect of gender, in favor of female. Recommendations were offered in the light of the study.
Areej I. Barham
Authentic Assessment, Authentic Assessment Purposes, Assessment of Mathematics Learning.