The assessment of learning: from the plurality of statements to the duality of concepts - doi: 10.4025/actascieduc.v36i1.21018

• Autor(a) principal: Marinho, Paulo
• Data de Publicação: 2014
• Outros Autores: Fernandes, Preciosa, Leite, Carlinda
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Acta Scientiarum. Education (Online)
• Texto Completo: https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/21018
• topic: assessment of learning; concepts on learning assessment; conceptional evaluative duality; avaliação da aprendizagem; concepções de avaliação da aprendizagem; dualidade concepcional avaliativa

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’.