Principals’ views of policies and practices of external assessment: the case of low-stakes national tests

Detalhes bibliográficos
Autor(a) principal: Machado, Eusébio André
Data de Publicação: 2022
Outros Autores: Flores, Maria Assunção, Pereira, Diana, Fernandes, Eva Lopes, Costa, Luís
Tipo de documento: Artigo
Idioma: por
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: https://doi.org/10.34632/investigacaoeducacional.2022.10958
Resumo: This paper focuses on the perceptions of public school/school clusters’ principals about the policies and practices of external assessment, particularly in regard to low-stakes national tests. Data are drawn from a broader research project which involved, in the first phase, semi-structured interviews with 25 principals. Findings point to the prevalence of a rather negative view of the low-stakes national tests when compared with national high stakes exams. The participants are skeptical about the relevance and effectiveness of the low-stakes national tests and about the commitment and engagement from the part of students, families and even teachers. They also question the timing of REPA and RIPA reports and they undervalue their formative potential.
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spelling Principals’ views of policies and practices of external assessment: the case of low-stakes national testsPolíticas e práticas de avaliação externa dos alunos na perspetiva dos diretores: o caso das provas de aferiçãoThis paper focuses on the perceptions of public school/school clusters’ principals about the policies and practices of external assessment, particularly in regard to low-stakes national tests. Data are drawn from a broader research project which involved, in the first phase, semi-structured interviews with 25 principals. Findings point to the prevalence of a rather negative view of the low-stakes national tests when compared with national high stakes exams. The participants are skeptical about the relevance and effectiveness of the low-stakes national tests and about the commitment and engagement from the part of students, families and even teachers. They also question the timing of REPA and RIPA reports and they undervalue their formative potential.Neste artigo analisamos as perceções dos diretores de agrupamento/escolas não agrupadas acerca das políticas e práticas de avaliação externa, mormente no que concerne às provas de aferição. Os dados decorrem de um estudo mais vasto que envolveu, numa primeira fase, entrevistas semiestruturadas a 25 diretores de agrupamentos/escolas não agrupadas. Os dados mostram que predomina uma visão globalmente negativa sobre as provas de aferição, pondo-se em causa a pertinência da sua existência, ao contrário dos exames nacionais. Questiona-se, em particular, a sua relevância e eficácia, o compromisso e empenho dos alunos, das famílias e até dos professores na realização das provas de aferição e o timing dos REPA e dos RIPA, subvalorizando as suas potencialidades formativas.Universidade Católica Portuguesa2022-03-28info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34632/investigacaoeducacional.2022.10958https://doi.org/10.34632/investigacaoeducacional.2022.10958Revista Portuguesa de Investigação Educacional; No 23 (2022): Voz dos alunos e participação na escola; 1-26Revista Portuguesa de Investigação Educacional; n. 23 (2022): Voz dos alunos e participação na escola; 1-262182-46141645-400610.34632/investigacaoeducacional.2022.n23reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://revistas.ucp.pt/index.php/investigacaoeducacional/article/view/10958https://revistas.ucp.pt/index.php/investigacaoeducacional/article/view/10958/10955Direitos de Autor (c) 2022 Eusébio André Machado, Maria Assunção Flores, Diana Pereira, Eva Lopes Fernandes, Luís Costahttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessMachado, Eusébio AndréFlores, Maria AssunçãoPereira, DianaFernandes, Eva LopesCosta, Luís2024-02-02T06:00:49Zoai:ojs.revistas.ucp.pt:article/10958Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T14:58:02.943604Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Principals’ views of policies and practices of external assessment: the case of low-stakes national tests
Políticas e práticas de avaliação externa dos alunos na perspetiva dos diretores: o caso das provas de aferição
title Principals’ views of policies and practices of external assessment: the case of low-stakes national tests
spellingShingle Principals’ views of policies and practices of external assessment: the case of low-stakes national tests
Machado, Eusébio André
title_short Principals’ views of policies and practices of external assessment: the case of low-stakes national tests
title_full Principals’ views of policies and practices of external assessment: the case of low-stakes national tests
title_fullStr Principals’ views of policies and practices of external assessment: the case of low-stakes national tests
title_full_unstemmed Principals’ views of policies and practices of external assessment: the case of low-stakes national tests
title_sort Principals’ views of policies and practices of external assessment: the case of low-stakes national tests
author Machado, Eusébio André
author_facet Machado, Eusébio André
Flores, Maria Assunção
Pereira, Diana
Fernandes, Eva Lopes
Costa, Luís
author_role author
author2 Flores, Maria Assunção
Pereira, Diana
Fernandes, Eva Lopes
Costa, Luís
author2_role author
author
author
author
dc.contributor.author.fl_str_mv Machado, Eusébio André
Flores, Maria Assunção
Pereira, Diana
Fernandes, Eva Lopes
Costa, Luís
description This paper focuses on the perceptions of public school/school clusters’ principals about the policies and practices of external assessment, particularly in regard to low-stakes national tests. Data are drawn from a broader research project which involved, in the first phase, semi-structured interviews with 25 principals. Findings point to the prevalence of a rather negative view of the low-stakes national tests when compared with national high stakes exams. The participants are skeptical about the relevance and effectiveness of the low-stakes national tests and about the commitment and engagement from the part of students, families and even teachers. They also question the timing of REPA and RIPA reports and they undervalue their formative potential.
publishDate 2022
dc.date.none.fl_str_mv 2022-03-28
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://doi.org/10.34632/investigacaoeducacional.2022.10958
https://doi.org/10.34632/investigacaoeducacional.2022.10958
url https://doi.org/10.34632/investigacaoeducacional.2022.10958
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.ucp.pt/index.php/investigacaoeducacional/article/view/10958
https://revistas.ucp.pt/index.php/investigacaoeducacional/article/view/10958/10955
dc.rights.driver.fl_str_mv http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Católica Portuguesa
publisher.none.fl_str_mv Universidade Católica Portuguesa
dc.source.none.fl_str_mv Revista Portuguesa de Investigação Educacional; No 23 (2022): Voz dos alunos e participação na escola; 1-26
Revista Portuguesa de Investigação Educacional; n. 23 (2022): Voz dos alunos e participação na escola; 1-26
2182-4614
1645-4006
10.34632/investigacaoeducacional.2022.n23
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instacron:RCAAP
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repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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