This study aimed to investigate the assessment practices used by Jordanian teachers of mathematics for grades (1-6) in Amman. The sample of the study consisted of (402) teachers. a questionnaire composed of (72) items was developed that included four areas, namely: Questions, homework, exams and alternative strategies. Validity and reliability evidences were established. The results showed that the mean of the scores for all domains and on all the instrument was median, but it was the highest on exams and lowest on the homework, also the ANOVA results showed that there are no statistically significance differences related to the gender and number of courses while there are statistically significance differences according to scientific qualification in favor of postgraduate studies and also to the type of school in favor of government schools in addition to the number of experience years in favor of category (5-10) years at homework domain only