The Diagnostic Assessment Between Classroom Reality and Scientific Saying: The Case of Teachers of the 4th year MidSchool

Abstract

Unlike other forms of assessment (formative and summative assessment), diagnostic assessment is a concept that has recently been incorporated through reform into the Algerian education system. Since it was recently incorporated into the teaching and learning process and the absence of prior formation of teachers, this type of assessment has led to different readings about it. From this angle, it seems appropriate for us to focus our attention on teachers practices with respect to this assessment. To do this, we have chosen to analyze teachers' data and practices within the class.