Abstract

The present study aimed at exposing the level of activation of alternative assessment strategies in teaching mathematics courses in the intermediate and secondary levels in Hail, and even to identify the obstacles that prevent their application. The study tool (the questionnaire) was designed after formulating the most important teaching practices related to the use of alternative evaluation and its skills in math’s curricula. The most important obstacles that may reduce the adoption of alternative evaluation strategies in teaching mathematical content were also formulated, and hence identifying teachers’ assessment of their reality. The sample of the study consisted of (70) mathematics teachers in the intermediate and secondary levels, during the second semester of the academic year 1441 AH. The results unfolded that the paper-and-pencil evaluation method (tests, worksheets) is regarded the most popular with 84%. Consequently, the two teaching practices are applied in a high way; urging students to progress in acquiring mathematical concepts and skills by varying assessment tools, and the teacher provides his students with several tasks that raise the value of mathematical understanding and apply what they have learned in similar contexts. Also, the most important hindrance facing teachers is the requirement of alternative assessment tools to be high dominated towards the levels of student acquisition and learning opportunities for mathematical concepts. Thus, the study recommended an increasing interest in alternative evaluation strategies, and activating its patterns and skills that can increase understanding and application of the components of mathematical content.

Key words: Mathematics Development, Alternative Assessment Strategies, Teaching Evaluation.