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The study aimed at investigating the degree of Mathematics and Arabic teachers’ using of the alternative assessment strategies and its tools in Jordan. To achieve the objectives of the study; a questionnaire was built and it was distributed over (86( teachers, and semistructured interviews were conducted with (20) teachers from the two specializations. Results of the study revealed that the degree of teachers’ using for the pencil and paper strategy was high, while it was intermediate for the use of performance –based assessment strategy, the observation strategy, and the communication strategy, and it was low for the reflection assessment strategy and in the use of the alternative assessment tools. Results also revealed that there were no statistically significant differences in the degree of teachers’ using for the alternative assessment strategies related to the effect of teachers’ specialization. Whereas, there was statistically significant differences related to the effect of number of years of experience and to the effect of the training courses. Recommendations were offered in the light of the study.

Using Alternative Assessment Strategies in Assessing Student’s Learning in Mathematics and Arabic in Jordan