Abstract

This study focuses on exploring the beliefs of mathematical teachers about formative assessment and the most prominent assessment practices that teachers use during education. The sample of this study consisted of (40) mathematics teacher in the northern region schools of Riyadh city. The researcher used the descriptive analytical approach was applied to achieve the objective of this study. The findings showed that there is an analog in the agreement within the sample members on the use of formative assessment, which is informing the students of their academic level, where this statement had the highest arithmetic mean. As for the assessment strategies used during education, the statement: “I care about class observation of my students” obtained the highest arithmetic average. The study also indicated that inefficient class time and the students’ concentration in a single classroom limits the teachers’ practice of formative assessment strategies. In light of these findings, the study concluded a number of recommendations.