It is not possible to keep didactics separated from evaluation, because these two dimensions represent two sides of the same coin; nevertheless the different functions of the evaluation (diagnostic, instructive, supplementary etc.) often remain arbitrary expressions, not connected with reliable procedures and valid instruments. The research – conducted in three Italian cities (Rome, Siena and Aosta) – studied the use of evaluation carried out by primary school teachers, and how students perceive it. In particular, the research has explored the evaluation methods used in terms of teachers’ times, resources, instruments and descriptions.

Evaluation practices and primary school. A research on how teachers use evaluation at school and students perceive it

NUZZACI, Antonella
2006-01-01

Abstract

It is not possible to keep didactics separated from evaluation, because these two dimensions represent two sides of the same coin; nevertheless the different functions of the evaluation (diagnostic, instructive, supplementary etc.) often remain arbitrary expressions, not connected with reliable procedures and valid instruments. The research – conducted in three Italian cities (Rome, Siena and Aosta) – studied the use of evaluation carried out by primary school teachers, and how students perceive it. In particular, the research has explored the evaluation methods used in terms of teachers’ times, resources, instruments and descriptions.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11697/34293
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