Assessment of Jordanian Science Teachers Perceived Skill in Classroom Assessment

Abstract

This study aims to investigate the students’ learning assessment practices used by Jordanian   science teachers. The sample of the study consists of (320) teachers. A questionnaire of (25) items are adapted on six dimensions, namely:  Criterion Reference testing,Grading practices, Statistic applications, Assessment application,Essay items, and Objective items. Validity and reliability are established. Results of the study show that the mean of the scores for the six domains and the entire items are medium, the highest was on the Assessment application and the lowest on Statistical applications. Implications of these findings for policy makers and school managers are discussed.