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Orientador(es)
Resumo(s)
In 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.
Descrição
Palavras-chave
Primary school Mathematics education Classroom assessment practices Assessment for learning National assessment policies