Assessment methods for learning
What do teachers from Latin American countries show in the Pisa 2018 contextual questionnaire
Bibliographic Data
| ID | 5867154 |
|---|---|
| Authors | Ronildo Stieg (0000-0001-8698-4087, Universidade Federal do Espírito Santo), Denilson Junio Marques Soares (0000-0003-3075-3532, Instituto Federal de Educação, Ciência e Tecnologia de Minas Gerais), Wagner Dos Santos (0000-0002-9216-7291, Universidade Federal do Espírito Santo) |
| Year | 2024 |
| Volume | 40 |
| Publication date | 2024-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educar em Revista (JOURNAL) |
| Journal identifiers | ISSN: 0104-4060 • E-ISSN: 1984-0411 |
| Publisher | FapUNIFESP (SciELO) (PUBLISHER) |
| DOI | 10.1590/1984-0411.93764-t |
| OpenAlex | W4405095767 |
| Language | EN |
| Citations received | 1 |
| References cited | 15 |
The Program for International Student Assessment (PISA) is a standardized exam carried out every three years by the Organization for Economic Co-operation and Development to measure the educational level of 15-year-old students in reading, mathematics, and science. This study aims to analyze what and how often teachers use methods to assess their students' learning other than PISA. This mixed research uses the responses of teachers from five Latin American countries (Brazil, Chile, Panama, Peru, and the Dominican Republic) who responded to the 2018 PISA contextual questionnaire. Results organized the discussions based on three categories of analysis that align with assessment methods for learning, focusing on the dimensions of a) hetero-assessment, b) self-assessment, and c) feedback. Predominantly, hetero-assessment was the central approach, reflecting a traditional emphasis on the active role of the evaluating teacher. The absence of co-assessment and shared assessment highlights a gap in assessment practices, indicating the need to promote more collaborative and peer-to-peer assessments. This study concluded that these results must be interpreted considering contextual differences and local policies, showing the complexity of evaluation practices and indicating the importance of adopting comprehensive and collaborative methods to improve more inclusive educational environments that concern themselves with the learning processes of students in basic education
Latin Americans · Mathematics education · Medical education · Pedagogy · Political science · Educational Assessment and Improvement · Global Educational Policies and Reforms · Medicine · Psychology · Student Assessment and Feedback
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| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |