A systemic analysis of secondary school mathematics teachers' attitudes toward assessment of learning

• DOI: 10.11591/edulearn.v18i2.21217
• Publication Date: 2024-02-17T07:44:21Z
• Authors: Chaimae Chafi; Mohamed Chergui; Bouazza El Wahbi
• Keywords: Assessment of mathematics learning; Conceptions; Docimology; Assessment practices; Practice analysis

Aware of the various issues involved in assessing learning, but also difficulties encountered classroom practice this pedagogical act, we set out article to explore and analyze assessment practices secondary school mathematics teachers conceptions they underlie. The study was conducted from a systemic perspective. We therefore targeted three aspects our study: conceptual, institutional, docimological. Analysis attitudes declared by random sample enabled us confirm that pedagogical, particular cognitive, do not represent priority for them practices. They focus more on organizational aspect examinations, with remarkable lack concern docimological considerations give credibility assessments carried out.