This study aimed at identifying the fact of using continuous assessment strategies and the application of its tools by the Science teachers. Specifying whether the fact of using the continuous assessment strategies by male and female Science teachers of grades (5-10) differ attributed to the gender, years of experience and major variables. To achieve the aims, the researcher followed the descriptive approach using one tool which is a questionnaire. The study sample consisted of (152) male and female Science teachers. The researcher used a set of statistical methods including (Alpha Cronbach, Means, Standard deviations, T test and Mono Variance Test). The researcher reached a set of outcomes: The extent of using the continuous assessment methods by male and female science teachers is high. There were statistically significant differences at the level (a < 0.05 ) according to the gender (male, female) variable. There were no statistically significant differences at the level(a<0.05) between male and female science teachers in continuous assessment methods according to the years of experience variable. Moreover, there were no statistically significant differences at the level (a<0.05) according to the major variable(Chemistry Physics,Biology,teachers of Math and Science for cycle one). The study recommended unifying the efforts of supervisors, the assessment member and the audit and examination committees to specify the strengths and weakness in the teachers' performance. Providing appropriate programs that contribute in raising teachers" performance and skill. Train teachers the innovation, creativity and the modern strategies of the continuous assessment methods. Work to alleviate the burdens and tasks assigned to teachers, so they can follow and assess their students.