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- The use of feedback in written reports and portfolio: an assessment for learning strategyPublication . Santos, Leonor; Pinto, JorgeThis paper pretends to study the potentialities of feedback, particularly in the development of a written report in two phases and in portfolio; and the main difficulties that teachers has to face concerning this assessment practice. Through a meta-analysis concerning different studies, it is possible to say that oral or written feedback, intentionally provided to students of several ages, may enable them to develop their self-assessment capacity and to get close of the expected product. However, the type of student and his or her perceptions may influence the effectiveness of feedback. Even for experience teachers, this practice maintains complex.
- Assessment for learning in Norway and PortugalPublication . Nortvedt, Guri A.; Santos, Leonor; Pinto, JorgeIn this study, we aim to understand the forces driving assessment for learning (AfL) in primary school teaching. By applying a case study design, including the two cases of Norway and Portugal and using mathematics teaching as an example, available policy documents and research reports are analysed to identify the differences and similarities that might explain the assessment practices previously observed in the two countries. Many similarities are found at the school and national levels. In particular, AfL is introduced as a national policy in both countries. Still, AfL practices are not common in primary mathematics classrooms in either country, although this is true for different reasons in each country. It is suggested that the assessment culture caused by national policies, such as curriculum reforms, national professional development projects and teacher autonomy, explains the similarities in the observed outcomes.
- Is assessment for learning possible in early school years?Publication . Santos, Leonor; Pinto, JorgeNowadays, most countries consider assessment for learning a challenge towards a more inclusive school. Their adherence to the idea may be consensual but the practices don’t seem to express this desire yet. Many teachers have been wondering whether there is an appropriate minimum age for students to reflect upon their actions, along with their teacher, so to overcome difficulties. This article reports a study that seeks to understand assessment practices, developed for five and eight year old students, particularly in the use of feedback in the development of portfolios and of worksheets in the classroom, as well as the contributions of those learning practices. This study followed an interpretative approach and was carried out in Portugal with a group of kindergarten children and a group of Grade 2 children. The data was collected from classroom observations, students’ interviews and documents analyses. The final results evidence that, regardless of age, students are capable of reflecting on their present actions and of deciding about future actions. However, while five year old students consider the feedback as part of their learning process, eight year old students are pretty much aware of what is right or wrong. School experience seems to contribute effectively to a certain idea of assessment and of more traditional forms of communication in teaching. Thus, assessment for learning can be developed with students of any age and the sooner they start to experience it for themselves the better it will be for their learning.