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Article Dans Une Revue International Journal of Science and Mathematics Education Année : 2021

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.
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Dates et versions

hal-04369391 , version 1 (04-01-2024)

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Nathalie Sayac, Michiel Veldhuis. Mathematics Assessment Practices of Primary School Teachers in France. International Journal of Science and Mathematics Education, 2021, 20, pp.1595-1610. ⟨10.1007/s10763-021-10229-3⟩. ⟨hal-04369391⟩
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