The Project

 Assessment for regulating the teaching and learning process

 

The role of formative assessment in the learning process has been studied since the 70s. Although originally conceived primarily as an assessment processs, over recent years, there has been increasing interest in the social dimension of assessment, and of role of formative assessment as an aspect of pedagogy. Nevertheless, the meaning of formative assessment continues to evolve. Today we can find in several curricular documents acknowledgement of the importance of developing formative assessment in the teaching and learning process, but the statements in the curricular guidelines has not, in general, been accompanied by a change in classroom practice. For this reason, this project tries to contribute to assessment practices that can serve to regulate teaching and learning processes.

Starting with a team of teachers from different teaching levels and researchers, this project aims:

- To develop, implement and evaluate the assessment practices in the learning of Mathematics in the 1st, 2nd and 3rd levels and high schools;

- To build a database of the role of assessment in the regulation of learning.