Assessment of learning in the context of curricular accountability policies
DOI:
https://doi.org/10.26512/lc.v25.2019.23778Keywords:
accountability, curriculum, learning, agency, competenceAbstract
In the ongoing discussion on change and innovation processes, at the curricular and pedagogical level, there are constant references to key words - for example, quality, effectiveness and efficiency - that define not only school practices, but also transnational and supranational knowledge borrowing and lending policies, with effects on the way in which the assessment of learning is completed and carried out. After a discussion of policies of accountability, which lead to practices of performativity inside schools, a ritual that is increasingly supported by transnational organizations, for example through the concept of agency-learning and the approach by global competences, we analyze at the evaluation of learning in primary and secondary education in Portugal, whose practices "should be" innovative according to the student’s profile and essential core curriculum.
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