The present study aims to determine the level of practice of female teachers in the first primary stage regarding the general principles of achievement tests in Al-Rusayfah district, as well as to investigate the impact of their academic degree on their level of practice of the general principles of achievement tests. The study population consisted of primary stage teachers in Al-Rusayfah district for the first semester of the academic year (2021'2022), totaling 327 teachers. The sample was randomly selected with a proportion of 0.315% of the population, resulting in a sample size of 50 teachers. In order to collect data for the study, a research tool was prepared, which was a questionnaire consisting of 36 items. It aimed to measure the level of practice of female teachers in the first primary stage regarding the general principles of achievement tests in Al-Rusayfah district. After analyzing the study results, it was found that the average score for the level of practice of female teachers in the first primary stage during the test construction phase was 33.18%, indicating a high percentage. The average score for the administration and application phase was 32.1%, indicating a moderate percentage. However, the correction, analysis, and interpretation phase had the lowest average score of 25.88%, indicating a low percentage. Furthermore, the results indicated that there were statistically significant differences at a significance level of (????0.05) in the level of practice of female teachers in the first primary stage regarding the general principles of achievement tests, attributed to the variable of academic degree. Based on the study findings, the researchers recommend conducting training courses for teachers, especially those with a bachelor's degree, to prepare test specifications. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.