【摘 要】
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Standardized assessments are a sensitive issue for French teachers who often consider them either as useless or as supervisory tools for policy makers.One of the consequences is that these assessments
【机 构】
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Paris-Diderot University-André Revuz Didactics Laboratory
论文部分内容阅读
Standardized assessments are a sensitive issue for French teachers who often consider them either as useless or as supervisory tools for policy makers.One of the consequences is that these assessments are struggling to stream down into the French educational system at large.While recognizing their limitations and shortcomings, we see standardized assessments as potential objects of professional development in general and training tools in particular.Why? How? These are two questions we propose to explore in mathematics education, through a study called "PACEM" (Project for acquisition of competencies by students in mathematics during compulsory schooling) that we have carried out in lower secondary school in 2010-2012 (grade 6).Our work is part of an action-research approach in the field of numbers and arithmetic that we have implemented in three directions: assessment of student achievement, in service teachers training and student learning.
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