The range of activating real evaluation tools by First Basic Elementary Stage teachers in addition to the difficulties they face in implementing them in the directorates of Education in Jenin, Qabatia and Tubas

This study aimed at checking the range of activating real evaluation tools by First Basic Elementary Stage teachers in addition to the difficulties they face in implementing them in the directorates of Education in Jenin, Qabatia and Tubas. The researcher has used questionnaire as a research tool, and the study sample composed 30% of the study community size. Moreover, she implemented the descriptive approach as it is suitable for the study aims as well as adopting Statistical Package for the Social Sciences (SPSS) to analyze the collected data. The study findings have shown that the range of activating real evaluation tools by teachers was medium as well as the existence of a number of obstructions that have faced teachers while implementing such tools. The most salient of these were building and activating real evaluation tools. Additionally, the findings have revealed that there were no differences of statistical significance in the degree of activating real evaluation tools by teachers attributed to the variable of gender and years of experience of teachers. However, there were some differences in building and activating such tools among teachers attributed to the variable of scientific qualification for the favor of the holders of qualifying diploma, Master's degree and PhD. The researcher has recommended a number of recommendations that can overcome such obstructions that encounter teachers in building and implementing such real evaluation tools. The most salient of which were the necessity to train teachers how to build and use real evaluation tools in addition to decreasing teachers' weekly load of lessons in order to enable them to implement these tools.