NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1150278
Record Type: Journal
Publication Date: 2017
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1479-4802
Mathematics Summative Assessment Practices in Schools at Opposite Ends of Performance Rankings in Portugal
Marinho, Paulo; Leite, Carlinda; Fernandes, Preciosa
Research in Mathematics Education, v19 n2 p184-198 2017
This article describes mathematics teachers' evaluation practices and the reasoning and beliefs that support those practices. The data were collected in two Portuguese schools representing very different results in the national exams, through semi-structured interviews with mathematics teachers and departmental curriculum coordinators as well as class observations (school year of 2014/2015). The interviews were analysed using content analysis, leading to the conclusion that mathematics teachers' evaluation practices, in both schools, were carried out based on a cyclical process, supported by the perspective that quantitative assessment, through "quantitative tests", enhances students' motivation to study and supports learning and academic success, even though this effect seems to only impact on the "good students".
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools; Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Portugal
Grant or Contract Numbers: N/A