Abstract:
This study investigated elementary school teachers' assessment practices. Data collected from 310 teachers on the Assessment Practices Inventory were analyzed using a T test and ANOVA Design. The findings revealed that the degree of elementary school teachers' assessment practices was low. The findings also indicated that there were no statistically significant differences (p< 0.05) in the degree of elementary school teachers' assessment practices attributed to the study variables: sex, experience, specialization, and knowledge method, except school type favored to public schools. The findings of the study were implemented in building an integrative and comprehensive model. The study suggested some recommendations for decision makers, teachers and researchers.
