Assessment and classroom learning: discontinuities between theory and practice

Abstract

Assessment literacy remains a major educational challenge, despite progress in this area. The literature shows the need to improve assessment literacy and the quality of teacher training in order to promote effective assessment knowledge and practice. The idea that assessment can improve students’ learning has gained increasing acceptance but the systematic use of learning-focused assessment seems to be the exception rather than the rule. In our research in the Portuguese context, the use of assessment as a tool for learning is not indicated by the data collected from teachers.