L’évaluation au cours de séances d’investigation en mathématiques
This text presents the beginning of a research project (EvaCoDice) that tries to develop formative assessment in Inquiry-Based Science Education. It is about mathematics. The EvaCoDIce project is included in a network of collaborative settings in France and is part of a European project – ASSIST-ME...
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| Format: | Article |
| Language: | fra |
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Nantes Université
2015-01-01
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| Series: | Recherches en Éducation |
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| Online Access: | http://journals.openedition.org/ree/7513 |
| Summary: | This text presents the beginning of a research project (EvaCoDice) that tries to develop formative assessment in Inquiry-Based Science Education. It is about mathematics. The EvaCoDIce project is included in a network of collaborative settings in France and is part of a European project – ASSIST-ME – about assessment within science education. The question is about how the teachers use assessment to help students (10 – 11 years old) do science. We try modelling scientific practice of the students. Formative assessment requires a change in how teachers see the process of learning and their role within it. We show some difficulties: the teachers cannot use assessment to help students, they are not still ready. We show what kind of skills and knowledge are required on the part of these teachers. A first kind of data results from an analysis of five videos. These videos were realized in classes. |
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| ISSN: | 1954-3077 |