Activating the role of correction grids in evaluating the subject of mathematics - A field study in some middle schools in Constantine-

Abstract

The current study aims to reveal to what extent mathematics teachers at the middle school use the correction grids; detailed in the form of criteria and indicators, in building their achievement tests and in evaluating their students answers, and to what level they are activating the latter in exploiting the achieved results, which would make the evaluation of the accomplishment more effective, and that within the framework of implementing the reforms witnessed by the Algerian educational system since 2003 AD. This work is based on the analysis of a sample of achievement tests and their model answers, which was intentionally chosen from the second term of the 2019/2020 academic year and accomplished at Ain smara middle school in Constantine.

We found the following: the mathematics teachers participating in this study are employing the correction grids detailed in the form of criteria and indicators at a percentage above the

 average ;( 66.25%) in building evaluative situations, (56%) in correcting their students' product and (51.66%) in interpreting the achieved results.