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WORKSHOP	
	
Effects	and	Constraints	of	
Assessment	for	Learning	
Leonor	Santos	&	Jorge	Pinto
Assessment	for	Learning	
	Assessment	prac9ces	in	the	classroom,	in	general,	
lead	to	a	superficial	learning,	since	encourage	a	
"condensed"	study	mostly	focused	in	memoriza9on.	
There	is	a	weak	rela9onship	between	assessment	
prac9ces	for	learning	(AfL)	and	other	aspects	of	
teacher	prac9ces.	 											(Black	&	Wiliam,	1998)	
There	is	evidence	that	it	can	be	obtained	gains	for	
student	learning	through	AfL	prac9ces.	High	level	
teaching	goals	are	compa9ble	with	success	even	
when	this	is	measured	through	limited	instruments,	
such	as	external	assessment	tests 	 	 	
	 																													(Black	&	Wiliam,	2003)
Assessment	for	Learning	
	Assessment	prac9ces	in	the	classroom,	in	general,	
lead	to	a	superficial	learning,	since	encourage	a	
"condensed"	study	mostly	focused	in	memoriza9on.	
There	is	a	weak	rela9onship	between	assessment	
prac9ces	for	learning	(AfL)	and	other	aspects	of	
teacher	prac9ces.	 											(Black	&	Wiliam,	1998)	
There	is	evidence	that	it	can	be	obtained	gains	for	
student	learning	through	AfL	prac9ces.	High	level	
teaching	goals	are	compa9ble	with	success	even	
when	this	is	measured	through	limited	instruments,	
such	as	external	assessment	tests 	 	 	
	 																													(Black	&	Wiliam,	2003)	
AfL	is	not	an	usual	prac9ce,	although	it	is	
favourable	for	learning
Assessment	for	Learning	
	Assessment	prac9ces	in	the	classroom,	in	general,	
lead	to	a	superficial	learning,	since	encourage	a	
"condensed"	study	mostly	focused	in	memoriza9on.	
There	is	a	weak	rela9onship	between	assessment	
prac9ces	for	learning	(AfL)	and	other	aspects	of	
teacher	prac9ces.	 											(Black	&	Wiliam,	1998)	
There	is	evidence	that	it	can	be	obtained	gains	for	
student	learning	through	AfL	prac9ces.	High	level	
teaching	goals	are	compa9ble	with	success	even	
when	this	is	measured	through	limited	instruments,	
such	as	external	assessment	tests 	 	 	
	 																													(Black	&	Wiliam,	2003)	
AfL	is	not	an	usual	prac9ce,	although	it	is	
favourable	for	learning	
Is	it	possible?		
Is	it	effec9ve?		
How	to	do	it?		
????
Task	in	small	groups	
	
(20m)
•  Goal	of	the	study:	To	understand	the	contribu9on	for	learning	
of	the	porYolio	as	an	assessment	for	learning	strategy	
•  Par9cipants:	
A	group	of	4th	grade	students	(9	years	old)	+	six	students	to	
deep	analysis	
•  Pedagogical	interven9on:	
PorYolio	in	Mathema9cs	and	Portuguese:	students	select	
two	tasks	(great	difficulty	and	bigger	learning)	+	jus9fica9on	
of	the	selec9ons	
	
Episode	from	Pimentel’	study	(2013)	
(Master's	Degree	in	Pre-school	educa9on	and	1st	cycle	of	
basic	educa9on,	ESE	Setúbal)	
Teacher	role:	A	script,	supports	the	selec9on	
and	reflec9on,	gives	feedback	and	engage	
students	with	adi9onal	tasks
Task	in	small	groups	
Analyse	the	episode.		
Discuss	the	teacher’	role	and	the	
strength	and	weakness	from	the	point	
of	view	of	AfL.
S:	I	selected	the	task	on	the	subject	and	the	
predicate.	
T:	And	in	your	wrifen	reflec9on	you	wrote:	
“the	selected	task	helped	me	learn”.	
S:	Because	(pause)	because	I	had	some	
difficul9es	on	the	subject	and	the	predicate.	
T:	Aier	the	accomplishment	of	this	task,	
you	s9ll	feel	that	you	have	difficul9es?	
S:	No	
T:	What	do	you	understand	about	the	
subject	and	the	predicate,	can	you	explain	
to	me?		
S:	Subject	is	before	the	name.	
P:	Are	you	sure?	
[S.	looks	with	a	doubYul	look]	
P:	We	will	write	here	a	sentence.	You	can	
write	any	sentence	(...)	
S:	Mariana	has	a	balloon.	
P:	So,	what	is	the	subject	in	this	sentence?	
S:	"has”.	
P:	Are	you	sure?	(silence)	What	is	the	verb?	
S:	“has”	
P:	So,	there	is	the	verb.	And	what	is	the	
subject?	
S:	“a”.	
P:	Are	you	sure	that	the	subject	is	“a”?	
S:	No,	it	is	"Mariana".	
P:	Why	is	"Mariana"?	
S:	Because	it	is	a	name.	
(...)	
P:	Do	you	s9ll	feel	difficulty	in	this	kind	of	task?	
S:	More	or	less.	
P:	Do	you	like	to	improve	these	aspects?	
S:	Yes.	
P:	So	if	I	bring	a	related	task	with	the	subject	
and	the	predicate,	do	you	want	to	make	it	as	
an	autonomous	work,	to	understand	befer?	
S	:	Yes.	
	 	 								(Pimentel,	2013)	
Interac9on	between	the	teacher	and	one	student	aier	the	
selec9on	of	a	task	to	include	in	the	porYolio:		
WORKSHOP	-	Effects	and	Constraints	of	Assessment	for	Learning
Feedback	
Ø 	One	of	the	most	powerful	strategies	of	AfL	
Ø 	A	key	issue:	The	effec9veness	of	feedback		
Characteri
stics	
Context
factors
Students’
factors	
Nature	
Focus	
Extension	
Format	
	
Beliefs	
Percep9ons	
Confidence	
Performance	
	 Task	
Moment	
Rela9on	T/S	
Teacher’	
experience
Teachers	
•  High	expecta9ons		
•  Deep	knowledge	about	
their	students	
•  To	be	persistent	
•  …	
Students	
•  To	have	willingness	to	learn	
•  To	trust	
•  To	be	confident	
•  To	be	persistent	
•  …	
To	accept	a	new	culture	of	assessment,	where	to	
error	is	natural	in	a	learning	process	
Assessment	for	Learning
Leonor	Santos	&	Jorge	Pinto	
	
mlsantos@ie.ul.pt	
jorge.pinto@ese.ips.pt

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