The extent to which Teachers of the Higher Elementary Stage practice Strategies of Evaluation in Qabatiah Governmental Schools, and ways of developing them

The aim of this study was to investigate the extent to which the teachers of the higher elementary stage practice strategies evaluation in Qabatiah governmental schools in addition to identify the effect of gender, education, specialization, the material being taught, years of experience and the number of trainings taken by teachers on the teachers' use of strategic evaluation .The population of the study consisted of 810 male and female teachers. To achieve the study objectives, a 47-item questionnaire was distributed among a sample of (301) teachers. The results showed that the total degree of the teachers' responses was high (3.76) and the highest rank was given to the domain of observation –based evaluation. The second domain was paper-pencil evaluation while the third highest domain was self-evaluation. Furthermore, the communication –based evaluation scored the fourth highest domain, while performance-based evaluation scored the fifth highest domain. Moreover, peer-evaluation scored the sixth domain and the least high domain was scored by the evaluation –package domain. The results also showed no statistically significant differences between teachers' responses due to gender, education, specialization and the bilateral and tripartite interactions between them. Additionally, there were no statistically significant differences between teachers' responses due to the material being taught, years of experience, number of trainings taken by the teachers and the bilateral and tripartite interactions between them except some slight but non-significant differences due to the material being taught and years of experience