The assessment of learning: from the plurality of statements to the duality of concepts - doi: 10.4025/actascieduc.v36i1.21018
DOI:
https://doi.org/10.4025/actascieduc.v36i1.21018Keywords:
assessment of learning, concepts on learning assessment, conceptional evaluative dualityAbstract
Teachers’ concepts on the learning assessment of their pupils are characterized. Data were collected in two Portuguese schools, featuring very different results in national exams, through half-structured interviews and a focus group of teachers whose discourses were analyzed by content analysis technique. Analysis showed that teachers´ discourse on learning assessment may be placed within a framework of concepts that may be associated with evaluation meanings such as ‘measure’ and ‘negotiation and construction’ (GUBA; LINCOLN, 1989). When relationships with Méndez’s (2002) typology on learning assessment are established, teachers´ discourses from the two schools provide characteristics which permit the framing of their perceptions within the duality of the concepts ‘alternative assessment’ and ‘traditional assessment’.
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