Abstract
This chapter takes stock of lacks and weaknesses revealed in current assessment procedures. It also takes stock of the prospects opened by recent research. There are no questions of marks, examinations, or norm-referenced tests in this chapter. For these kind of situations, docimological research and criticism has for a long time provided us information that has more often than not been ignored. This chapter stresses the obstacles that are encountered when you want to gather reliable information (consistent, valid, fidel...) on students’ competencies and the fact that what is worthy of interest is the meaning of the observations rather than their numerical value. Criticism of assessment procedures or devices which belong to an objective test still constitutes a significant improvement over more traditional procedures. EVAPM studies are used as a base of operations for a part of the article. Some of the arguments are borrowed from a talk given at ICMI 6 (Budapest) with the title “Evaluation in Mathematics: the Quality of Knowledge”.
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Bodin, A. (1993). What does to Assess Mean? The Case of Assessing Mathematical Knowledge. In: Niss, M. (eds) Investigations into Assessment in Mathematics Education. New ICMI Study Series, vol 2. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-1974-2_8
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DOI: https://doi.org/10.1007/978-94-017-1974-2_8
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