Abstract:
This study aimed to investigate the effect of using an assessment model on achievement, mathematical thinking and attitudes toward mathematics for the female ninth graders in Jordan. A sample of (81) students was selected and randomly distributed into two equivalent groups: (experimental and control): The assessment model was applied to the experimental group, and the traditional assessment was applied to the control group. Three instrument tests were applied as follows: Mathematics Achievement test, Mathematical thinking test, and an attitude measure toward mathematics. The findings of the study indicated that there is a statistically significant difference between the grades means of experimental group and control group in the achievement test, mathematical thinking test, and in an attitude measure toward mathematics in favor of experimental group. Finally, this study recommended that another assessment models should be developed to use in teaching mathematics, and further studies should be carried out.
