Pedagogical assessment and learning quality

This study traces the shortcomings and poor performance of mathematics learning in Chad in terms of the pedagogical assessment practices used by teachers. Over the past few years, a gradual decline in the quality of mathematics learning has been observed, despite the importance attached to mathematics in the country's socio-economic development and in the training of its citizens. Certain pedagogical assessment practices implemented by some mathematics teachers appear to be inappropriate and have a negative impact on the quality of students' mathematical learning, and a mixed methodology was chosen to examine their effects on the quality of mathematical learning. To this end, a sample of 140 items representative of our study population estimated at 223 was taken.The results showed that 33% of teachers integrate the three modes of learning assessment into their teaching practices, while 67% do not combine these three assessment strategies. However, student competence in mathematics is a function of taking three assessments into account.

Autorentext

• Inspeção do Ensino Primário Ouadi Rimé (Chade)- Coordenador das actividades educativas no IPPEP do 2.º Arrondissement- Diretor do CEG Goudji Charafa (N'Djamena/Chade)- Gestor do 4º projeto de Educação, secção Infra-estruturas, zona Leste (Abéché) - Professor-investigador em Ciências da Educação (N'Djamena/Chad)