<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582022000300001</article-id>
<article-id pub-id-type="doi">10.15359/ree.26-3.1</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Criterios de evaluación referidos, percibidos y utilizados por el profesorado de matemáticas de la educación primaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Assessment criteria cited, perceived, and used by mathematics teachers in primary education]]></article-title>
<article-title xml:lang="pt"><![CDATA[Critérios de avaliação referidos, percebidos e utilizados pela equipe docente de matemática de ensino básico]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marques-Oliveira]]></surname>
<given-names><![CDATA[Maria-João]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Montanero]]></surname>
<given-names><![CDATA[Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Agrupamento de Escolas da Lourinhã  ]]></institution>
<addr-line><![CDATA[Lourinhã ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Extremadura  ]]></institution>
<addr-line><![CDATA[Badajoz ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>26</volume>
<numero>3</numero>
<fpage>1</fpage>
<lpage>16</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582022000300001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582022000300001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582022000300001&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo. El principal propósito de este trabajo es comparar los criterios de evaluación que el profesorado de la educación primaria considera más relevantes en el área de matemáticas, con la percepción que tiene su propio estudiantado, así como con la observación de los criterios que realmente utiliza en la práctica.  Metodología.  Para ello, entrevistamos a 30 maestros y maestras y 120 estudiantes. Además, el profesorado participó en una actividad de evaluación ciega, basada en el método de descubrimiento de criterios, que consistía en calificar una prueba con varias tareas matemáticas, que había sido previamente resuelta por un alumno o alumna, haciendo preguntas a la entrevistadora, pero sin poder ver el documento.  Resultados.  A partir de las trascripciones de las respuestas registradas durante las entrevistas, se realizó un análisis de contenido, para categorizar y comparar los criterios de evaluación referidos (por el personal docente), percibidos (por el alumnado) y los realmente utilizados (en la evaluación ciega).  Discusión y conclusiones.  Los resultados sugieren que, en general, el profesorado considera el cálculo mental, la comprensión y, sobre todo, el razonamiento matemático como los criterios más importantes. Sin embargo, la mayoría de su alumnado no tiene la misma percepción. Además, un tercio aproximadamente de los maestros y las maestras no manifiestan una conciencia suficientemente precisa de los criterios que realmente aplican en las pruebas de evaluación. Finalmente, se discuten algunas implicaciones para la mejora de las prácticas de evaluación de esta área curricular.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Objective. This work mainly aims to compare the assessment criteria considered most relevant by Mathematics teachers in Elementary Education with those they actually use and the perception their students have.  Method. To this effect, we interviewed 30 teachers and 120 students. Additionally, the teachers participated in a blinded assessment of one student&#8217;s exam based on the criteria discovery method. They were asked to grade a test involving several mathematical tasks which a student had previously solved. They could ask questions to the interviewer without seeing the document.  Results. Based on the transcriptions of the interviews, a content analysis was conducted to categorize and compare the assessment criteria expressed (by the teachers), perceived (by the students), and those used (in the blind assessment).  Discussion and conclusions. The results suggest that teachers consider mental arithmetic, comprehension, and, above all, mathematical reasoning as the most important criteria. However, most of their students do not have the same perception. Furthermore, a third of the teachers are not sufficiently aware of the assessment criteria they are, in fact, using. Finally, we discuss the influence of assessment in mathematics.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Objetivo.  O principal objetivo deste trabalho é comparar os critérios de avaliação que os docentes docente do Ensino Básico mais valorizam na disciplina de Matemática, com os que efetivamente utilizam na prática, e com a perceção que têm os seus próprios alunos.  Metodologia.  Para isso, entrevistamos 30 docentes e 120 estudantes. Os docentes participaram, ainda, numa atividade de avaliação cega de uma prova realizada por um dos seus alunos, baseada no método de descoberta de critérios, que consistia em classificar a prova com várias tarefas matemáticas, fazendo perguntas à investigadora, mas sem poder ver o documento.  Resultados.  A partir das transcrições das respostas registadas durante as entrevistas, realizou-se uma análise de conteúdo, para categorizar e comparar os critérios de avaliação referidos (na entrevista ao grupo docente), percecionados (na entrevista aos alunos) e os efetivamente utilizados (na avaliação cega).  Discussão e conclusões. Os resultados sugerem que os docentes consideram, entre os critérios mais importantes, avaliar a compreensão e, sobretudo, o raciocínio matemático. Porém, a maioria dos seus alunos não têm a mesma perceção. Além do mais, um terço aproximadamente dos docentes não mostrou uma consciência suficientemente precisa dos critérios de avaliação que realmente aplica nas provas de avaliação. Finalmente, discutem-se algumas implicações para a melhoria das práticas de avaliação desta área curricular.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Evaluación educativa]]></kwd>
<kwd lng="es"><![CDATA[Pensamiento del profesorado]]></kwd>
<kwd lng="es"><![CDATA[Criterios de evaluación]]></kwd>
<kwd lng="es"><![CDATA[Evaluación ciega]]></kwd>
<kwd lng="es"><![CDATA[Matemáticas]]></kwd>
<kwd lng="es"><![CDATA[Educación Primaria]]></kwd>
<kwd lng="en"><![CDATA[Educational assessment]]></kwd>
<kwd lng="en"><![CDATA[teachers&#8217; thinking]]></kwd>
<kwd lng="en"><![CDATA[assessment criteria]]></kwd>
<kwd lng="en"><![CDATA[blinded assessment]]></kwd>
<kwd lng="en"><![CDATA[mathematics]]></kwd>
<kwd lng="en"><![CDATA[elementary education]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação educacional]]></kwd>
<kwd lng="pt"><![CDATA[pensamento da equipe docente]]></kwd>
<kwd lng="pt"><![CDATA[critérios de avaliação]]></kwd>
<kwd lng="pt"><![CDATA[avaliação cega]]></kwd>
<kwd lng="pt"><![CDATA[matemática]]></kwd>
<kwd lng="pt"><![CDATA[ensino básico]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Alves Martins]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Matta]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[Mata]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Nunes]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Avaliação em língua materna e matemática do 1.º ciclo do ensino básico: Critérios referidos e utilizados por professores e percepcionados por alunos com sucesso e insucesso escolar]]></article-title>
<source><![CDATA[Análise Psicológica]]></source>
<year>1991</year>
<volume>9</volume>
<numero>3-4</numero>
<issue>3-4</issue>
<page-range>453-66</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Amigues]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Guignard-Andreucci]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A propos d&#8217;une recherche sur l&#8217;évaluation formative en situation éducative: prise en compte et modifications des donnés de la situation]]></article-title>
<source><![CDATA[Bulletin de Psychologie]]></source>
<year>1981</year>
<numero>353</numero>
<issue>353</issue>
<page-range>167-72</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Barbosa]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Alaíz]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Explicitação de critérios - exigência fundamental de uma avaliação ao serviço da aprendizagem]]></article-title>
<source><![CDATA[Pensar a avaliação, melhorar a aprendizagem]]></source>
<year>1994</year>
<page-range>1-5</page-range><publisher-name><![CDATA[Instituto de Inovação Educacional]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Black]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Wiliam]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Assessment and classroom learning]]></article-title>
<source><![CDATA[Assessment in Education: Principles, Policy &amp; Practice]]></source>
<year>1998</year>
<volume>5</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>7-73</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Black]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Wiliam]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Developing the theory of formative assessment]]></article-title>
<source><![CDATA[Educational Assessment, Evaluation and Accountability]]></source>
<year>2009</year>
<volume>21</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>5-31</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bonniol]]></surname>
<given-names><![CDATA[J. J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Recherches et formations: Pour une problématique de l&#8217;évaluation formative]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[De Ketele]]></surname>
<given-names><![CDATA[J.-M.]]></given-names>
</name>
</person-group>
<source><![CDATA[L&#8217;évaluation: Approche descriptive ou prescriptive?]]></source>
<year>1986</year>
<page-range>119-33</page-range><publisher-name><![CDATA[De Boeck]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Clark]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Formative assessment: Assessment is for self-regulated learning]]></article-title>
<source><![CDATA[Educational Psychology Review]]></source>
<year>2012</year>
<volume>24</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>205-49</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Coll]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Barberà]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Onrubia]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La atención a la diversidad en las prácticas de evaluación]]></article-title>
<source><![CDATA[Infancia y Aprendizaje]]></source>
<year>2000</year>
<volume>23</volume>
<numero>90</numero>
<issue>90</issue>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[De Ory Azcárate]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Ruiz Suárez]]></surname>
<given-names><![CDATA[V. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La evaluación en el aula de primaria. Factor clave para el aprendizaje de las ciencias y las matemáticas.]]></article-title>
<source><![CDATA[Revista Eureka sobre Enseñanza y Divulgación de las Ciencias]]></source>
<year>2011</year>
<volume>8</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>212-20</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hadji]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<source><![CDATA[Avaliação desmistificada]]></source>
<year>2001</year>
<publisher-name><![CDATA[Artmed Editora]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Jaccard]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Distribution de la flore alpine dans le bassin des Dranses et dans quelques régions voisines]]></article-title>
<source><![CDATA[Bulletin de la Société Vaudoise des Sciences Naturelles]]></source>
<year>1901</year>
<volume>37</volume>
<numero>140</numero>
<issue>140</issue>
<page-range>241-72</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kintsch]]></surname>
<given-names><![CDATA[W.]]></given-names>
</name>
<name>
<surname><![CDATA[Greeno]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Understanding and solving word arithrmetic problem]]></article-title>
<source><![CDATA[Psychological Rewiev]]></source>
<year>1985</year>
<volume>92</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>109-29</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Melo]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Veiga]]></surname>
<given-names><![CDATA[F. H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Aprendizagem: Perspetivas socioconstructivistas]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Veiga]]></surname>
<given-names><![CDATA[F. H.]]></given-names>
</name>
</person-group>
<source><![CDATA[Psicologia da educação: Teoria, investigação e aplicação: Envolvimento dos alunos na escola]]></source>
<year>2013</year>
<page-range>263-96</page-range><publisher-name><![CDATA[Climepsi]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Montanero]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[4 criterios e instrumentos de evaluación]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Montanero]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[Didáctica general. Planificación y práctica de la enseñanza primaria]]></source>
<year>2019</year>
<page-range>64-94</page-range><publisher-name><![CDATA[Servicio de publicaciones de la UEx]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="book">
<collab>National Council of Teachers of Mathematics</collab>
<source><![CDATA[Principles and standards for school mathematics]]></source>
<year>2000</year>
<publisher-name><![CDATA[Autor]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Noizet]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Caverni]]></surname>
<given-names><![CDATA[J.-P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Psicologia da avaliação escolar]]></source>
<year>1985</year>
<publisher-name><![CDATA[Coimbra]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Nunes]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<source><![CDATA[Avaliação de textos escritos: Critérios referidos e utilizados pelos professores e a sua percepção por alunos com diferente estatuto escolar]]></source>
<year>1990</year>
<publisher-name><![CDATA[Instituto Superior de Psicologia Aplicada]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Onrubia]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Lago]]></surname>
<given-names><![CDATA[J.-R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Asesoramiento psicopedagógico y mejora de las prácticas de evaluación]]></article-title>
<source><![CDATA[Infancia y Aprendizaje]]></source>
<year>2008</year>
<volume>31</volume>
<page-range>363-83</page-range><publisher-name><![CDATA[3]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="book">
<collab>Organization for Economic Coopeation and Development</collab>
<source><![CDATA[PISA 2012 assessment and analytical framework. Mathematics, reading, science, problem solving and financial literacy]]></source>
<year>2013</year>
<publisher-name><![CDATA[Autor]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pacheco]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Critérios de avaliação na escola]]></article-title>
<collab>Ministério da Educação</collab>
<source><![CDATA[Avaliação das aprendizagens: das concepções às práticas]]></source>
<year>2002</year>
<page-range>53-64</page-range><publisher-name><![CDATA[Departamento da Educação Básica]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pinto]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<source><![CDATA[Modelos de avaliação das aprendizagens]]></source>
<year>2006</year>
<publisher-name><![CDATA[Universidade Aberta]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Riggan]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Nabors Oláh]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Locating interim assessments within teachers&#8217; assessment practice.]]></article-title>
<source><![CDATA[Educational Assessment]]></source>
<year>2011</year>
<volume>16</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-14</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rosales]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Vicente]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Chamoso]]></surname>
<given-names><![CDATA[J. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Muñez]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Orrantia]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teacher-estudent interaction in joint word problem solving. The role of situational and mathematical knowledge in mainstream classrooms]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year>2012</year>
<volume>28</volume>
<numero>8</numero>
<issue>8</issue>
<page-range>1185-95</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sanmartí]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<source><![CDATA[10 ideas clave: Evaluar para aprender]]></source>
<year>2007</year>
<publisher-name><![CDATA[Graó]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Struyven]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Dochy]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Janessens]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Students&#8217; perceptions about evaluation and assessment in higher education: a review]]></article-title>
<source><![CDATA[Assessment &amp; Evaluation in Higher Education]]></source>
<year>2005</year>
<volume>30</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>325-41</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Suurtamm]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Koch]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Arden]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teachers&#8217; assessment practices in mathematics: Classrooms in the context of reform]]></article-title>
<source><![CDATA[Assessment in Education: Principles, Policy &amp; Practice]]></source>
<year>2010</year>
<volume>17</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>399-417</page-range></nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Teledahl]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Different modes in teachers&#8217; discussions of students&#8217; mathematical texts.]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year>2015</year>
<volume>51</volume>
<page-range>68-76</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Turner]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Blum]]></surname>
<given-names><![CDATA[W.]]></given-names>
</name>
<name>
<surname><![CDATA[Niss]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Using competencies to explain mathematical item demand: Awork in progress]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Stacey]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Turner]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<source><![CDATA[Assessing mathematical literacy: The PISA experience]]></source>
<year>2015</year>
<page-range>85-115)</page-range><publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Veldhuis]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[van den Heuvel-Panhuizen]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Vermeulen]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Eggen]]></surname>
<given-names><![CDATA[T. J. H. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teachers&#8217; use of classroom assessment in primary school mathematics education in the Netherlands]]></article-title>
<source><![CDATA[Cadmo]]></source>
<year>2013</year>
<volume>21</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>35-53</page-range></nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Selter]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Verschaffel]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Greer]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[de Corte]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Making sense of word problems]]></article-title>
<source><![CDATA[Educational Studies in Mathematics]]></source>
<year>2000</year>
<volume>42</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>211-3</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
