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  • Helena Rocha
Helena Rocha
Portugal
http://orcid.org/0000-0003-3865-7422
Vol. Extr., núm. 10 (2017) - XIV CIG-PP, XIV Congreso Psicopedagogía. Área 10: MODELOS Y PRÁCTICAS DE EVALUACIÓN, Páginas 030-035
DOI: https://doi.org/10.17979/reipe.2017.0.10.2465
Recibido: jul 14, 2017 Aceptado: dic 13, 2017 Publicado: dic 17, 2017
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Resumen

The assessment and the role it should be assumed by the summative and formative component are often a reason for discussion. It is therefore important to understand how the teacher assessment practices are characterized and what influences them. That is, identify aspects taken into account when planning assessment; the (dis)continuities between assessment and learning; the divergences/consonances between assessment planned and implemented. The conclusions reached point to a strong influence of peers, to the assessment criteria of the school and to the students’ characteristics, in a scenario where the test is the dominant element in assessment.

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Referencias

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