Modern Applied Science; Vol. 14, No. 1; 2020 ISSN 1913-1844 E-ISSN 1913-1852 Published by Canadian Center of Science and Education 66 The Degree of Practicing Alternative Evaluation Strategies by Mathematics Teachers in the Elementary Stage in Hail City Othman N. Mansour 1 & Mohammed F. Al–Rashidi 2 1 Associate professor of curricula and teaching methods, Faculty of Educational Sciences, The Middle East University (MEU) 2 M.A. in curricula and teaching methods, Ministry of Education, Saudi Arabia Correspondence: Othman N. Mansour, Associate professor of curricula and teaching methods, Faculty of Educational Sciences, The Middle East University (MEU) Received: December 6, 2019 Accepted: December 26, 2019 Online Published: December 30, 2019 doi:10.5539/mas.v14n1p66 URL: https://doi.org/10.5539/mas.v14n1p66 Abstract This study aimed at discovering the degree of practicing alternative evaluation strategies by mathematics teachers in Hail city. The study sample consisted of (55) teachers of mathematics in elementary stage. They were chosen by using random methods. To achieve the objectives of the study, the researchers used the descriptive methodology. An observation card was designed. Data were processed statistically. The results of the study showed that the degree of practicing alternative evaluation strategies as a whole by mathematics teachers was medium. Its mean was (2.12). The results also showed that there were no significant differences in the degree of practicing alternative evaluation strategies by mathematics teachers in the elementary stage due to the variable of experience, while there were significant differences due to the variable of training courses in favor of teachers participation in three training courses and more. Keywords: mathematics teachers, elementary stage, evaluation, alternative evaluation, alternative evaluation strategies 1. Introduction Evaluation is an essential part of the educational process and an integral part of it. It is a means by which we can know the extent to which the objectives have been achieved, and the extent to which the results are consistent with the effort of the individuals at different levels with target potential. Through evaluation, the positive and negative aspects of the educational process can be identified and diagnosed as weaknesses and deficiencies in order to take appropriate decisions and actions. Due to its importance in the educational process, educators have been interested in it and defined it multiple definitions (Affana, 2011: 22). The modern concept of educational evaluation has evolved in recent years due to the emergence of a new philosophy in education that calls for the responsibility of the educator not only for the development of concepts, skills and habits only, but also to stimulate the growth of the student in various fields such as: attitudes, tendencies, ability to think and personal and social compatibility (Abu Allam, 2014: 45). After centuries of traditional evaluation, it focused on highlighting individual differences among students and encouraging them to compete for advanced positions among their peers, without knowing what these students have and what they can do. This is only a measure of the information the students possessed and their ability to recall them. This is not consistent with the aspirations and future aspirations of education in light of the rapid developments, the explosion of knowledge and the communications revolution. Therefore, it became necessary to shift from traditional testing methods to strategies of development to develop an integrated and balanced personality of the student (Muhaidat & Al – Mahasnah, 2009: 9). The criticism of the traditional evaluation has contributed to the emergence of a type of evaluation known as the alternative evaluation that focuses on performance evaluation. Perhaps the focus on performance evaluation was based on a new vision of knowledge, as knowledge is constructive form that the student participates in acquiring through active and productive participation and not just choosing the right answer from a group of artificial alternatives given (Allam, 2004: 20).