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