The washback effect of external assessments and the COVID-19 pandemic: Perspectives of head teachers in Portugal

Abstract

External assessment of learning has been the subject of very different perspectives, conceptions, and assumptions. Considering the pressure that the existence of external assessments can generate over the functioning of education systems, some recognize benefits, and others point out negative and perverse effects of this pressure. In 2020, in most countries, the COVID-19 lockdowns involved the cancelation of large-scale external assessments in favour of teacher-built assessments. In 2023, a full reintroduction of external assessment of learning was discussed in Portugal, and the role of external assessments in the Portuguese education system was a hot topic of discussion in educational communities. In this post-pandemic context, where the pressure of external assessments has been temporarily relieved, we sought to know the point of view of Portuguese head teachers about the impact of this temporary external assessment suspension in schools. Moreover, we wanted to know, from the head teachers’ point of view, which should be the external assessment model to be implemented for the future. To do this, a series of 32 interviews were conducted with head teachers from all over the country. Results show that the pandemic has challenged the purposes and format of external assessments, highlighting different positions of value regarding its reintroduction in the Portuguese context.