The aim of this study is to determine the extent of the activation of the authentic assessment in the elementary stage in the Hashemite Kingdom of Jordan and to identify the differences in teachers’ degree of practicing for the authentic assessment according to the variables (gender, experience, qualification and training courses). In order to achieve this goal, a questionnaire has been designed for teachers, where this scale includes five main areas, namely: self-revision strategy, performance-based assessment strategy, communication strategy, pen and paper strategy and the student file strategy. The results of the study showed that the domains or areas of the measure have a positive role in the development of their attitudes towards authentic assessment, where the general mean of the scale was (2.87), and it is intermediate. The results also showed there are statistically significant differences in teachers’ degree of activation of realistic assessment strategies which are attributable to the gender variable and for the benefit of females as well as the specialization variable and in favor of scientific specialization. There is too an absence of statistically significant differences which was due to the variables of scientific qualification and training courses. One of the most important recommendations was to change the public perception of the role of the teacher from being only a conveyer of information to be a guider and facilitator of the learning environment and a designer for educational situations.