The Extent to Which Middle School Mathematics Teachers Possess Authentic Assessment Skills 10.35781/1637-000-150-007

Abstract

Abstract This study aimed to investigate the extent to which female mathematics teachers at the intermediate stage in Bishah Governorate possess authentic assessment skills, identify the level of availability of these skills, explore obstacles to their implementation, and examine differences according to academic qualification, years of teaching experience, and number of training courses in authentic assessment. The study adopted the descriptive survey method. A questionnaire consisting of five dimensions was developed: planning competencies for authentic assessment, implementation of authentic assessment strategies, analysis and interpretation of assessment results, providing feedback, and obstacles to implementing authentic assessment. The instrument was administered to a random sample of 103 female mathematics teachers working in public intermediate schools in Bishah Governorate during the academic year 1447 AH, after establishing its validity and reliability using appropriate statistical procedures. The results indicated that the overall level of authentic assessment skills was high across all skill-related dimensions, while the perceived obstacles to implementing authentic assessment were low. In addition, the findings revealed no statistically significant differences attributable to academic qualification, years of teaching experience, or number of training courses. The study recommended strengthening professional development programs, providing practical guidelines to support authentic assessment practices, and enhancing teachers’ use of assessment results to improve students’ learning outcomes and the quality of the educational process. Keywords: Authentic assessment, mathematics teachers