Assessment for learning in English and Mathematics in secondary education
DOI:
https://doi.org/10.26512/lc.v25.2019.23798Keywords:
Assessment practices, Assessment to learn, Positive approach to error, Feedback, Secondary EducationAbstract
The present study looks to understand how two teachers, Leonor in English and Ilda in Mathematics, implement assessment practices to support students’ learning. Following a methodology of interpretative nature, we have chosen the case study design. The collection of data occurred through the observation of classes, interviews with the teachers and focus group with students, supported by audio recording. The data analysis was followed by an analysis of content. Although the two subjects are very different, both teachers support their students through formative assessment practices supported by a positive approach to error. This approach provides a rich source for informed feedback.
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