Abstract:To prove the quality of their teaching activities, school leaders and teachers are almost always resort to summative assessments; the level of the scores obtained by the largest number of students for assays or exams is the best indicator of the quality of learning achieved by students. Summative assessments become sufficiently numerous to help establish report cards and rankings monthly to the detriment of a formative assessment needed to regulate and guide the educational activity. All this does not take int… Show more
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