Abstract
The aim of the following study is to examine and to compare the perceptions of Greek and Belgian teachers in primary education about assessment of student learning. The chosen methodology is the one of case study using semi structured interviews. From the analysis of data collected several similarities in teachers’ perceptions emerged, but also significant differences, both in the way they perceive evaluation and in its basic functions.
The conceptions of Belgian and Greek teachers of Primary Education about pupils’ assessment. A comparative study.