In this work, we highlight the impact of formative assessment on the learning and the unreliability of
the mark for the summative evaluation process. To achieve this study, we distributed to 250 students of the
common core sciences, a questionnaire to the representations of the students acquired during their learning
situations. The questionnaire covers the main concepts of the courses that have been taught, namely, electric
current; electric voltage; quantity of material and molar concentration. After collecting all the answers to the
questionnaire, we corrected them. We looked through the summative evaluation for the acquisition of concepts
by students and the effect of adjustment of representations on their marks. We put in question the reliability of
the marks that we can allocate. Therefore, we distributed photocopies of 50 copies before their correction to 20
secondary school teachers, in order to have more information on systematic errors of the marks, their limit and
their reliability. On the light of these results, we can say:
- Formative assessment can help teachers to anticipate in advance treating the gaps of the students and
changing these methods, if necessary, in the learning process.
- Summative assessment may not reflect the level of acquisition of the taught concepts.
Therefore, the revision of assessment methods of the concepts among learners is required.
These evaluation methods are unable to properly assess the level of acquisitions of students, as they differ from
one teacher to another
The findings of the research deal with the use of Cornell Note-Taking Method in teaching Reading Comprehension which consisted of the students’ development of Reading Comprehension.
The findings of the research present the result description of the research through the distribution score of pretest and posttest on Reading Comprehension by using Cornell Note-Taking Method. It also describes the students’ Reading Comprehension achievement in general through the distribution score of pre-test and post-test
Satisfaction surveys have increasingly been used as a proxy for student learning in higher education, for example in the UK’s teaching excellence framework. However, in this keynote I will critically discuss this practice using OU data on 111,256 students on 151 different modules. Significantly higher student satisfaction was found in modules in which students received large amounts of learning materials and worked through them individually, than in courses where students had to collaborate and work together. However, the best predictor for whether students actually passed the module was whether there were collaborative learning activities, such as discussion forums and online tuition sessions. In fact, no relations were found between student satisfaction scores and academic performance in those modules. Therefore, during the keynote I will discuss whether or not we should actually listen to students’ feedback, and if yes which students’ voices we should adhere to.
Competency-Based Approach: the Problematical of Assessment of Learning in Phy...inventionjournals
For year, the educational systems in many countries everywhere in the world have been urging teachers to coach their students to foster competences basing on complex problem solving. As lot of country, Benin has not kept away that move. Unfortunately the adequate implementation of the competency based approach in Bénin has been running their education policy smoothly. The evaluations have kept on being designed similarly to the ones in the objective based programs. In this context that this study aims to evaluate the problematical of assessment of learning in physical, chemistry and technology science in our secondary schools under the guidance of the competency-based-approach. This has brought us to raise the following question: haven’t the incoherencies noticed in the implementation of the Competency-based Approach impacted the evaluation process negatively? To answer that question we have: carried out investigations to get the opinion of two hundred teachers including inspectors, subject advisors, subject supervisors posted in Benin; analysed the content of some summative tests designed ; proposed two evaluation cases as models. Therefore, we can answer the previously raised question by stating that the incoherencies noticed in the implementation of the Competency-based Approach have impacted the evaluation process in SPCT negatively.
Regression techniques to study the student performance in post graduate exam...IJMER
Aptitude of students entering into Post graduate courses in INDIA is an aspect to be studied.
Entrance Examinations do test the aptitude but to a certain extent. Post graduate students are expected to
have a certain level of aptitude and this aptitude should be sustained till the end of their course and
beyond. Therefore, it is a necessity to examine to what extent their aptitudes are getting tested. The marks
scored by the students in the entrance examination is an indicator of the aptitude but does not speak of the
ability of the students in all the aspects or the subject of their specialization in the post graduate courses.It
has been observed that a causal dependency exists between the degree marks and the entrance test marks.
This paper tries to investigate this dependency with linear regression techniques. On the whole , categories
of students are identified by studying the distribution of marks. A mapping between the marks and the
questions are being studied. Linear regression technique is being used to identify the groups of students
and to predict the expected marks that the future students would score.
EMOTION DETECTION AND OPINION MINING FROM STUDENT COMMENTS FOR TEACHING INNOV...ijejournal
Students can provide their opinions, comments, or suggestions about a course, course instructor, study environment, and available resources using the course evaluation at the end of every semester. This helps the course professors and other college authorities make appropriate changes or continue a particular approach to get the best experience in classrooms. These course evaluations are in both quantitative and qualitative forms. In quantitative feedback the evaluation is performed in terms of measurable outcomes and include a Likert-type scale to capture the level of agreement and disagreement. In qualitative feedback the students can convey their feelings, opinions or suggestions about the course, the course instructor, or their overall thoughts/comments towards the course. The qualitative feedbacks provide freedom for the students to express their honest thoughts on a course. The data collected in the qualitative form provides deeper insight into a student’s emotional state. In this work we focus on mining the qualitative student feedbacks and analyzing the student sentiments. We also analyze the efficiency of Light Weight teams and Flipped Classroom approach which are Active Learning methods. Results show that the implementation of these Active Learning methods is linked with increased positivity in student emotions.
This power point is about the didactic assessment. It is all about the didactic assessment definitions, related concepts, types, and didactic assessment tools.
Presentation for Assessment for Learning, Gradation, Entrance Examination and Positive and Negative Impact of Examination. Examination for gradation, social selection and placement.
Impact of the prevailing examination system on student learning and stakeholders.
Entrance tests and their influence on students and school system (2)
Impact of examination-driven schooling on pedagogy: Content-confined, Information focused Testing, Memory centric teaching and testing.
De-linking school based assessment from examinations: Some possibilities and alternate Practices
Dimensions and levels of learning to be assessed (Contexts of assessment: subject-related and learner-related)
The findings of the research deal with the use of Cornell Note-Taking Method in teaching Reading Comprehension which consisted of the students’ development of Reading Comprehension.
The findings of the research present the result description of the research through the distribution score of pretest and posttest on Reading Comprehension by using Cornell Note-Taking Method. It also describes the students’ Reading Comprehension achievement in general through the distribution score of pre-test and post-test
Satisfaction surveys have increasingly been used as a proxy for student learning in higher education, for example in the UK’s teaching excellence framework. However, in this keynote I will critically discuss this practice using OU data on 111,256 students on 151 different modules. Significantly higher student satisfaction was found in modules in which students received large amounts of learning materials and worked through them individually, than in courses where students had to collaborate and work together. However, the best predictor for whether students actually passed the module was whether there were collaborative learning activities, such as discussion forums and online tuition sessions. In fact, no relations were found between student satisfaction scores and academic performance in those modules. Therefore, during the keynote I will discuss whether or not we should actually listen to students’ feedback, and if yes which students’ voices we should adhere to.
Competency-Based Approach: the Problematical of Assessment of Learning in Phy...inventionjournals
For year, the educational systems in many countries everywhere in the world have been urging teachers to coach their students to foster competences basing on complex problem solving. As lot of country, Benin has not kept away that move. Unfortunately the adequate implementation of the competency based approach in Bénin has been running their education policy smoothly. The evaluations have kept on being designed similarly to the ones in the objective based programs. In this context that this study aims to evaluate the problematical of assessment of learning in physical, chemistry and technology science in our secondary schools under the guidance of the competency-based-approach. This has brought us to raise the following question: haven’t the incoherencies noticed in the implementation of the Competency-based Approach impacted the evaluation process negatively? To answer that question we have: carried out investigations to get the opinion of two hundred teachers including inspectors, subject advisors, subject supervisors posted in Benin; analysed the content of some summative tests designed ; proposed two evaluation cases as models. Therefore, we can answer the previously raised question by stating that the incoherencies noticed in the implementation of the Competency-based Approach have impacted the evaluation process in SPCT negatively.
Regression techniques to study the student performance in post graduate exam...IJMER
Aptitude of students entering into Post graduate courses in INDIA is an aspect to be studied.
Entrance Examinations do test the aptitude but to a certain extent. Post graduate students are expected to
have a certain level of aptitude and this aptitude should be sustained till the end of their course and
beyond. Therefore, it is a necessity to examine to what extent their aptitudes are getting tested. The marks
scored by the students in the entrance examination is an indicator of the aptitude but does not speak of the
ability of the students in all the aspects or the subject of their specialization in the post graduate courses.It
has been observed that a causal dependency exists between the degree marks and the entrance test marks.
This paper tries to investigate this dependency with linear regression techniques. On the whole , categories
of students are identified by studying the distribution of marks. A mapping between the marks and the
questions are being studied. Linear regression technique is being used to identify the groups of students
and to predict the expected marks that the future students would score.
EMOTION DETECTION AND OPINION MINING FROM STUDENT COMMENTS FOR TEACHING INNOV...ijejournal
Students can provide their opinions, comments, or suggestions about a course, course instructor, study environment, and available resources using the course evaluation at the end of every semester. This helps the course professors and other college authorities make appropriate changes or continue a particular approach to get the best experience in classrooms. These course evaluations are in both quantitative and qualitative forms. In quantitative feedback the evaluation is performed in terms of measurable outcomes and include a Likert-type scale to capture the level of agreement and disagreement. In qualitative feedback the students can convey their feelings, opinions or suggestions about the course, the course instructor, or their overall thoughts/comments towards the course. The qualitative feedbacks provide freedom for the students to express their honest thoughts on a course. The data collected in the qualitative form provides deeper insight into a student’s emotional state. In this work we focus on mining the qualitative student feedbacks and analyzing the student sentiments. We also analyze the efficiency of Light Weight teams and Flipped Classroom approach which are Active Learning methods. Results show that the implementation of these Active Learning methods is linked with increased positivity in student emotions.
This power point is about the didactic assessment. It is all about the didactic assessment definitions, related concepts, types, and didactic assessment tools.
Presentation for Assessment for Learning, Gradation, Entrance Examination and Positive and Negative Impact of Examination. Examination for gradation, social selection and placement.
Impact of the prevailing examination system on student learning and stakeholders.
Entrance tests and their influence on students and school system (2)
Impact of examination-driven schooling on pedagogy: Content-confined, Information focused Testing, Memory centric teaching and testing.
De-linking school based assessment from examinations: Some possibilities and alternate Practices
Dimensions and levels of learning to be assessed (Contexts of assessment: subject-related and learner-related)
Formative Assessment as an Essential Competence of University Teachersiosrjce
: In the framework of a competency-based education, teachers require to acquire previously the
formative assessment as a fundamental task to develop an educational process of higher quality. In this article
the complexity of the educational act is analyzed from a socio-cultural approach, presenting the theoretical
bases that support a continuous and ongoing evaluation of student performance. It is highlighted the role of
teachers in order to help students to achieve their learning objectives and it is promoted a comprehensive
evaluation, where self-assessment, peer assessment and hetero assessment are essential stages for feedback of
the teaching-learning-processes. The evaluation will be useful when strengths and weaknesses of the
educational process could be determined holistically, to consolidate and transfer strengths to other areas or
contexts overcoming weaknesses and shortcomings in time, before the end of the semester. It is recommended
that university teachers develop the competence of formative assessment so that they are in a position to redirect
scientific discourse to a scenario in which the educational process unfolds. For this, the teacher needs to
assume its role as a mediator of knowledge, so that the course contents are understood and assimilated by the
student.
Assessment of Students’ Achievement of Learning Outcomes by using Different A...ijtsrd
The present study was conducted on 1rtyear, radiological sciences students at Najran University to evaluate the achievement of undergraduate radiological sciences students in the CLOs assessment. Learning outcomes assessment for Introductory Physics 204 PHST 2 Year I at Department of Radiological sciences, Najran University was conducted by direct methods and compared the results of students’ achievement of the course learning outcomes by using different assessment approaches. The study was applied on30 students who enrolled in the course during academic year 2019 2020.Direct measurement was applied by linking of each CLO to exams questions on quizzes, midterm exams, final exams and Lab reports. The current study emphasizes that, both of the average and threshold approaches can examine the overall performance of the course, while the performance vector approach can display the distribution of students’ achievements of the course. Soheir E. Mohamed "Assessment of Students’ Achievement of Learning Outcomes by using Different Assessment Approaches" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38464.pdf Paper Url: https://www.ijtsrd.com/other-scientific-research-area/physics/38464/assessment-of-students’-achievement-of-learning-outcomes-by-using-different-assessment-approaches/soheir-e-mohamed
Determinants of Lecturers Assessment Practice in Higher Education in Somaliaijejournal
This research investigated the determinants of lecturers' assessment practices in higher education institutions in Mogadishu, Somalia. The factors that determined the lecturer’s assessment practice were design, interpretation, application, and administration mechanisms. A quantitative research design was conducted. The questionnaire was used, Cronbach's alpha value is.917. This shows that the scale's internal consistency and reliability for this sample are quite excellent. r =.636, P = 0.000,.05., the findings revealed a significant, favorable, and robust relationship between design and lecturers' assessment practices. Also, the correlation table shows a good connection between assessment, interpretation, application, and lecturers' assessment practice. (Explained) (r =.575, p = 0.000,.05) (R =.516, p =.000, 0.05) there is a strong positive relationship between assessment design, interpretation, and application to lecturers’ assessment practice. I recommend that the administration of public and private higher education institutions focus on in-service training on how to upgrade the skills of lecturers toward assessment practice.
Sheet1PeriodEngine Failures(a) 4-period moving average(b) weighted moving average with weights of (6,3,1)(c) simple exponential smoothing with alpha=0.4 and period 2 follows naïve forecast(d) trend projection11552178326642955330632873768398Questions1. Please plot the data and describe the patterns2. Generate forecasts for all possible periods using above four methods3. Compute MAPE and explain which method you would recommend
Reflection
The module began with assessing the current teaching approach deployed by
teachers in class. As such, I noted that teachers are using theory for grading the
students instead of evaluating their practical skills. The pre-assessment given at the
inception of this module showed that only 18% of the 26 students in my
manufacturing class scored at the proficiency level while 70% of the students score
at a lower level between 59 percent and Zero. Based on this data, I found it
necessary to assess my students using Portfolio Assessment rubrics. This assessment
has been used before solely focused on the theoretical assumptions taught in class
while neglecting the practical skills. In this regard, the portfolio needs to be
changed to incorporate the practical skills. Thus, the portfolio will be structured to
integrate practical assessment for grading the students’ performance. Besides, the
evaluation approach has to be changed from a system that solely assesses the
student’s knowledge to one that can evaluate the student’s competence and abilities.
The portfolio assessment is a collection of purposeful documents that gives the
outlay on how tasks are completed and competency amongst the learners is
developed. Interest in using portfolio assessment in the class is developed as part of
moving away from the traditional approach used by instructors on grading based on
theory rather than ascertaining the student’s practical skills. In the past, the students
have been assessed through the class-based teaching practice to prove that they
had acquired the skills relayed by the instructor. It is through this that I felt the
teaching approach was not sufficient to enable the learners to grasp the required
competence and skills. To solve the issue of enhancing teaching and learning, I think
it is important for the teachers to practice the assessment through the use of a
portfolio with a different module, practicum. The integration of practicum module for
assessing the students is important as this enables the learner to acquire specific
techniques that are imperative for future success. Additionally, there are some
techniques that can be learned through actual experience. While theoretical
teaching might have been ideal in the past, the students should be assessed based
on their practical skills as it enhances a deeper understanding of concepts through
personal experience.
Notably, when I came in, the students had a problem with articulating what they
know with.
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The impact of formative assessment on the learning process And the unreliability of the mark for the summative evaluation
1. IOSR Journal of Research & Method in Education (IOSR-JRME)
e-ISSN: 2320–7388,p-ISSN: 2320–737X Volume 5, Issue 2 Ver. II (Mar - Apr. 2015), PP 48-51
www.iosrjournals.org
DOI: 10.9790/7388-05224851 www.iosrjournals.org 48 | Page
The impact of formative assessment on the learning process
And the unreliability of the mark for the summative evaluation
*Malika TRIDANE1,2
, Said BELAAOUAD2
, Said BENMOKHTAR2
,
B.GOURJA1
and Mohamed RADID2,3
1
Centre Régional des Métiers de l’Education et de la Formation du Grand Casablanca (CRMEF). Derb Ghallef
- Bd. Bir Anzarane - Casablanca Anfa Maroc.
2
Laboratoire de Chimie physique des Matériaux (LCPM), Faculté des Sciences Ben M’Sik
Université Hassan II de Casablanca Maroc. BP 7955. Bd Cdt Driss El Harti
3
Observatoire de Recherche en Didactique et Pédagogie universitaire ”ORDIPU”
Abstract: In this work, we highlight the impact of formative assessment on the learning and the unreliability of
the mark for the summative evaluation process. To achieve this study, we distributed to 250 students of the
common core sciences, a questionnaire to the representations of the students acquired during their learning
situations. The questionnaire covers the main concepts of the courses that have been taught, namely, electric
current; electric voltage; quantity of material and molar concentration. After collecting all the answers to the
questionnaire, we corrected them. We looked through the summative evaluation for the acquisition of concepts
by students and the effect of adjustment of representations on their marks. We put in question the reliability of
the marks that we can allocate. Therefore, we distributed photocopies of 50 copies before their correction to 20
secondary school teachers, in order to have more information on systematic errors of the marks, their limit and
their reliability. On the light of these results, we can say:
- Formative assessment can help teachers to anticipate in advance treating the gaps of the students and
changing these methods, if necessary, in the learning process.
- Summative assessment may not reflect the level of acquisition of the taught concepts.
Therefore, the revision of assessment methods of the concepts among learners is required.
These evaluation methods are unable to properly assess the level of acquisitions of students, as they differ from
one teacher to another.
Keywords: Formative assessment, Unreliability of the mark, Summative evaluation.
I. Introduction:
In an education system centered in teaching and learning, assessment should promote learning.
However, as has been noted [1], some assessment practices often oppose the emergence of learning and there is
a great lack of congruence between the objectives pursued various learning and classroom strategies chosen by
teachers to assess these learning. When we look at the evaluation of learning more accurately, [2] can be
summarized into functions depending on the time and the intent of the evaluation. From several studies, the
authors divided the evaluation into three functions: a prevention learning difficulties "diagnostic evaluation"
function for regulating learning "formative assessment" and a function certificate or social recognition
"summative evaluation".
Indeed, learning difficulties are immediately processed, either by modifying the route according to the
pace of student learning, either by adjusting the educational context through formative assessment [3]. Family
summative evaluation is very important as it is informative. It provides students and parents the necessary
information for educational decisions to which they deserve: personal working method, choice of possible
support offered by the school or outside of it, course selection or training courses the better suited to the skills or
aspirations of the child. This assessment is built around the exchange between, on one hand, teachers and the
other side, the child and his parents [4].
The assessment can have positive or negative results because it can easily lead to errors of judgment. It
could lead to results poor and excellent decisions. It is for this reason that all the underlying elements in an
evaluation should be carefully examined. Each assessment has different goals and occurs in specific contexts,
and the design must adapt to changing circumstances, while meeting the challenges of scientific credibility. The
school assessment to measure student achievement in order to possibly adjust the lessons to continue, but after
the system followed in Morocco educational decision is based, in large part, on the notation, the result of the
evaluation to student work regardless of whether or not the progress of the intellectual and conceptual level of
the students.
Therefore, it seems important to study the link between the school assessment and tracking mode level
representations of learners depends largely based on current teaching practices. In other words, one wonders if
2. The impact of formative assessment on the learning process And the unreliability of the mark for ….
DOI: 10.9790/7388-05224851 www.iosrjournals.org 49 | Page
formative assessment has an impact on the student learning process and if the rating assigned by the summative
evaluation is reliable.
II. Study Methodology and characteristics of the survey sample
The study population consists of 250 students Trunk shared some high schools sciences Morocco. This
sample was chosen so that it is observed and studied during the two stages of this study.
In the first step we aimed to measure the impact of formative assessment, that’s why we distributed a
questionnaire consisting of 16 questions covering the key concepts of the course which has been taught and are:
electricity; electrical voltage; the quantity of material and the molar concentration. We then proceeded to rectify
the misrepresentation of students based on the results of the questionnaire.
In the second step performed after a week of the first step, we aimed to verify the reliability of the
numerical rating for the summative evaluation, that’s why we have prepared a control that is based on the
notions corrected in the first step. We want to challenge our patch so we photocopied 50 copies of control before
the fix. We then asked 20 teaching physical science in secondary qualifier to correct its copied according to the
scale that we have already established and we took the rating given by our correction to the originals as
reference.
III. Analysis of results
3.1. Representation and analysis of the results of the first stage:
3.1.1. Representation of the results:
After collecting the questionnaire, we obtained the results listed in Table 1 and shown in Figure 1.
Table 1 Percentages of students in each mention
Mention too low low average well Very well
Interval of the mark [0 – 5] ]5 – 9,9] [10 – 12] ]12 – 16] ]16 – 20]
Number of student 12 80 115 43 0
Percentage 5% 32% 46% 17% 0%
Figure- 1: Evaluation of the acquisition of concepts
3.1.2. Analysis and interpretation:
The analysis of these data shows that 46% of students appropriate an average level that reflects disabled
the absence of effective formative assessment and used to good acquisition concepts of the course. While 32%
have gained slightly concepts of the courses taught, in fact, the results of the correction are poor in terms of
knowledge.
Furthermore, it was found that 5% of students did not acquire even the basic elements in their learning
situations.
So we made an adjustment for misrepresentations of students based on the results of the questionnaire.
3.2 .Representation and analysis of results of the summative evaluation of the second stage:
After a week, we have prepared a check for the same population that relies on the concepts that we have
corrected.
3.2.1. The results of our fix:
a. Representation of results:
After correcting the original copy of the control, we collected the results listed in Table 2 and shown in Figure 2:
3. The impact of formative assessment on the learning process And the unreliability of the mark for ….
DOI: 10.9790/7388-05224851 www.iosrjournals.org 50 | Page
Tableau 2 The percentage of students in each grade interval of the mark
Mention Too low low average well Very well
Interval of the mark [0-5] ]5,10[ [10,12] ]12,16] ]16,20]
Number of students 4 37 95 94 20
Percentage 1.6% 14.8% 38% 37.6% 8%
Figure 2 Assessing the acquisition of concepts after the revision
b. Analysis and interpretation:
-The Percentage of students who have exceeded the average of 10/20 was too high 83.6% compared to our
expectations and therefore the correction of high performances had fruit.
- The percentage of students who have not exceeded the average of 10/20 was low 16, 4%.
Therefore, we can say that the lack of formative assessment that occurs during learning is responsible for
misrepresentation of students because formative assessment can increase the degree of control of certain
learning by identifying deficiencies.
3.2.2. Questioning our evaluation:
We challenged our correction and therefore we chose 50 copies we photocopied before correcting them.
We then asked 20 teachers of the physical sciences in qualifying secondary to correct the copies
according to the scale that we have already established and we have taken the correction rating by our reference.
We divided the marks into 5 groups with intervals of 1,2,3,4 and 5 rating groups respectively] 16,20],] 12,16],
[10,12], ] 5.10 [and [0-5].
a. Representation of the results:
We collected the results listed in Table 3 and shown in Figure 3.
Table -3: Percentage marks in accordance with the reference mark
* The reference mark: the rating given by our assessment to the copy of the student.
54321group
21671511
number of professors whose mark is in agreement
with the reference mark *
10%80%35%75%55%
The percentage of teachers in accordance with the
reference mark*
4. The impact of formative assessment on the learning process And the unreliability of the mark for ….
DOI: 10.9790/7388-05224851 www.iosrjournals.org 51 | Page
Figure 3 Percentages of teachers in accordance with the reference mark
b- 2 Analysis and interpretation:
The results obtained (Table -3, figure -3), we notice that there's always a difference between the
reference mark and that given by the other teachers, the percentage of variance (Table 4) between the two ways
of rating ranges from 1% to 13.14% in our case given that the subject matter is scientific.
Table -4: the percentage difference between the average mark Ne of other reviewers and mark the average
rating Nr reference
So, this gap will surely be more important for the humanities, subsequently these marks may in no case
be a reliable reference and fair representations of learners.
One is forced to question the validity of the total mark given, and propose other evaluative ingredients
that can be added to a better judgment on the intellectual and personal development of students.
IV. conclusion
At the end of this survey, we can conclude that the summative evaluation through a numerical mark
remains unable to properly assess the level of achievement of students, which can be monitored and controlled
via rather a formative evaluation well built and well studied and not freeze to remain typical modes to learn
about the conceptual development of students. We therefore draw that formative assessment can help teachers
anticipate in advance to fill the gaps and change the methods in the learning process.
In addition, it was noted from the statistical results of the inspection, the encrypted due to the
summative evaluation rating may not reflect the level of acquisition of the concepts taught because it changes a
correction to another. Therefore, the revision of methods with which to control the conceptual change in learners
is required.
Indeed, the mark is a general indicator of evaluation that encompasses all aspects of learning. And very
limited role of the note may give false information about the acquisition of the concepts taught.
Bibliography:
[1]. Zessoules, R. et H. Gardner (1991), «Authentic assessment : Beyond the buzzword and into the classroom», In V. Perrone (Ed.),
Expanding Student Assessment, Alexandria, Association for Supervision and Curriculum Development, p. 47
[2]. Bloom, B. S., T. Hastings et G. F. Madaus (1971), Handbook on Formative and Summative Evaluation of Student Learning, New-
York, McGraw-Hill Book Co.
[3]. Scallon, G. (2000). Formative assessment. Bruxelles: Oxford University Press.
[4]. J. Weiss (Ed.)( 1991), Evaluation: a communication problem, Neuchâtel, romand Research Institute and pedagogical
documentation .(RRIPD), Cousset, Delval.
group 1 2 3 4 5
Difference (Nr – Ne) 0.64 0.50 0.75 0.22 2
The percentage difference 3.28% 3.85% 4.10% 1.1% 13.14%