• Corpus ID: 235209871

Learning Assessment in Portugal: Research and Activity Theory

@inproceedings{Fernandes2009LearningAI,
  title={Learning Assessment in Portugal: Research and Activity Theory},
  author={Domingos Fernandes},
  year={2009},
  url={https://api.semanticscholar.org/CorpusID:235209871}
}

• Domingos Fernandes
• Published 2009
• Education

The author provides a global characterisation of research on the basis of six literature summaries covering practically all the research carried out in Portugal on learning assess‐ ment over the last three decades, by referring to some of the main findings. Most of the research was found to have used conceptions and/or actions and practices of the teacher as its item of analysis. Data was collected through surveys by means of interviews or ques‐ tionnaires. The researchers rarely obtained… 

The author provides a global characterisation of research on the basis of six literature summaries covering practically all the research carried out in Portugal on learning assess‐ ment over the last three decades, by referring to some of the main findings. Most of the research was found to have used conceptions and/or actions and practices of the teacher as its item of analysis. Data was collected through surveys by means of interviews or ques‐ tionnaires. The researchers rarely obtained information from classroom settings enabling them to relate fundamental aspects (e.g. tasks, students, teachers, processes, results). Such is the framework in which the importance of considering the classroom an item of analysis and activity system is discussed so that it is possible to understand teacher evaluation practices, particularly the changes that may occur in the classroom in a more systemic, comprehensive and profound manner. This gives way to a discussion on the ontological, epistemological and methodological grounds related to activity theory, which are at the root of an alternative rationality to positivism and certain forms of constructivism. The ar‐ ticle ends with a set of reflections/recommendations for improving research in learning as‐ sessment and regarding the role activity theory can play in working towards improvement.