Mathematics Assessment Practices of Primary School Teachers in France
Résumé
We investigated French primary school teachers’ assessment practice in mathemat- ics. Using an online questionnaire on teachers’ background, teaching, and grad- ing practice, we were able to determine assessment profiles of 604 primary school teachers. As evidenced by the teachers’ scores on the latent factors Assessment pur- poses, Assessment practices, and Differentiation, teachers with the profile of Enthu- siastic assessors view assessment as more useful and use it more often to adapt their instruction than teachers with the profile of Unenthusiastic assessors. This can be useful for practice and sheds more light on French teachers’ assessment practices in mathematics. It is also interesting to compare the results of this survey with those from China and the Netherlands, as the differences reflect different assessment cul- tures and may shed light on some of the results of international large-scale assess- ments such as PISA.
Domaines
Mathématiques [math]
Fichier principal
Sayac-Veldhuis2021_Article_MathematicsAssessmentPractices.pdf (979.08 Ko)
Télécharger le fichier
Origine : Fichiers éditeurs autorisés sur une archive ouverte