Avaliação formativa: um estudo das perceções de alunos e professores

Formative assessment is a pedagogical practice that has a recognized impact on promoting the quality of teaching and learning. To know, in context, the assessment practices implemented by a pedagogical team of teachers and the perceptions that teachers and students have of them, a case study was carried out, involving three classes of a Portuguese secondary school. This qualitative, naturalistic, exploratory study combined interviews with teachers and focus groups with students. The content analysis revealed that teachers and students do not always have aligned perceptions about assessment practices. Despite the diversity of assessment practices narrated, weaknesses are noted regarding the intentional and pragmatic use of information about the reorientation of action to improve teaching and learning. The modes of operationalization of formative assessment seem to be influenced more by the identity of teachers or their pedagogical content knowledge than by the organized action of a pedagogical team. Additionally, it is perceived that leveraging formative assessment practices through digital means seems to facilitate their operationalization.