Abstract

MALHEIROS, EMMANUELLA DE ALMEIDA BARROS FIGUEIRÊDO  and  FERREIRA, ANDREA TEREZA BRITO. ASSESSMENT IN A FRENCH SCHOOL: A PERSPECTIVE ON HETEROGENEITY. Est. Aval. Educ. [online]. 2025, vol.36, e11472.  Epub Dec 31, 2025. ISSN 1984-932X.  https://doi.org/10.18222/eae.v36.11472.

For the development of this research, we conducted a qualitative case study aimed at investigating the assessment practices of a French teacher from the city of Lyon, working with a cours préparatoire class. The study was carried out during the 2021 and 2022 academic years in France. Data collection included observations, interviews, and short interviews. The findings revealed that the French teacher employed a more formative assessment approach. We concluded that daily assessments were carried out in the day-to-day classroom routine and that the results of these assessments were used to adjust and diversify teaching.

Keywords : SCHOOL ASSESSMENT; HETEROGENEOUS CLASS; TEACHING PRACTICE.

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