Beliefs on assessment and grade repetition among teachers in Portugal

Abstract

The present research aims to understand which conceptions and beliefs Portuguese teachers have about assessment in compulsory school, and whether if their beliefs are in line with the guidelines on national education policy. Moreover, it aims to understand why Portuguese teachers use grade repetition as a common resource when it is not scientifically recommended. To do so, a focus group was conducted, and a survey carried out with a sample of Portuguese teachers’ population, with a 95% confidence level and a margin of error of 2.3%. Those procedures led to the conclusion that Portuguese teachers have personal beliefs towards assessment and grade repetition that have an impact on their practice and succeed in superimposing themselves on national educational policies and scientific recommendations.