Abstract
This contribution to the ICMI Study on Assessment in Mathematics Education and its Effects deals with the relationship between instruction and assessment and views their reciprocal dependence. A strong emphasis on the interconnection between teaching, learning, and assessing is found in the so-called dynamic assessment that derives from the analysis of the Vygotskian zone of proximal development and, therefore, is highly concerned with the individuals’ responsiveness to teaching. An approach to assessment which considers evaluation procedures as continually intertwined with teaching/learning procedures is widely held in the Italian system. It is also deeply rooted in the Italian tradition. In the second part of the paper some main features of the Italian assessment system are outlined. Finally, an example of how the assessment problem is faced in a study on curriculum development in primary school is given.
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© 1993 Springer Science+Business Media Dordrecht
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Bazzini, L. (1993). The Teaching/Learning Process and Assessment Practice: Two Intertwined Sides of Mathematics Education. In: Niss, M. (eds) Cases of Assessment in Mathematics Education. New ICMI Study Series, vol 1. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-0980-4_9
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DOI: https://doi.org/10.1007/978-94-017-0980-4_9
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