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This study aimed at assessing the final school examinations questions of seventh basic grade mathematics teachers in the light of the NEAP foundation classification of mathematical capabilities according to the teacher's level, academic qualification, and types of questions. In order to achieve this objective, all the examination papers of the study sample prepared by the seventh basic grade mathematics teachers in the Nablus Governorate for the second study semester of the scholastic year 2009/2010 were administered for the assessment process. All the data required for the study were collected by using two instruments. The first was prepared by researchers in order to determine the objective levels from which the questions were derived in the light of the cognitive objectives in mathematics as classified by the NEAP whereas the second, prepared by Aleqdearat (2008) was implemented in order to assess the examination paper itself. The study sample consisted of (54) examination papers prepared by teachers who were selected by using the random strata method. The number of questions that were analyzed was 1581 including (577) objective questions and( 1004) essay questions. The study reached the following findings: There are no significant differences in the prevailing objective levels in the seventh grade mathematics final examination questions attributed to the sex and years of experience variables, whereas there are significant differences in the prevailing objective levels in the seventh grade mathematics final examination questions attributed to the academic qualification variable. The study findings showed that the prevailing objectives in the examination papers prepared by the teachers were the procedural capability.