sexta-feira, 03/07/2026
Instituto de Educação, Universidade do Minho
Realizam-se
no dia 03
de julho de 2026 (sexta-feira), na Sala de Atos do IE,
pelas 10h, as Provas de Doutoramento em Ciências da
Educação, especialidade de Desenvolvimento
Curricular, requeridas pelo Mestre Jorge Hamilton Leal Cevallos.
Título
da tese: “Teachers
and Students' Perspectives of Assessment in Secondary Education: A Mixed-method
Study in Ecuador”
Composição
do júri:
Presidente:
Doutora Isabel Flávia Gonçalves Fernandes
Ferreira Vieira, Professora Catedrática do Instituto de Educação da
Universidade do Minho
Vogais:
Doutora Maria Assunção Flores Fernandes,
Professora Catedrática do Instituto de Educação da Universidade do Minho
(orientadora);
Doutor Carlos Manuel Folgado Barreira,
Professor Associado da Faculdade de Psicologia e de Ciências da Educação da
Universidade de Coimbra;
Doutora Sandra Raquel Gonçalves Fernandes,
Professora Associada do Departamento de Psicologia da Educação da Universidade
Portucalense;
Doutora Isabel Maria Torre Carvalho Viana,
Professora Auxiliar do Instituto de Educação da Universidade do Minho;
Doutora Diana Alexandra Ribeiro Pereira,
Professora Auxiliar do Instituto de Educação da Universidade do Minho.
Resumo: This research explores assessment in Ecuadorian
secondary public education, focusing on the conceptions and practices of
students, teachers, and school leaders, including the impact of the COVID- 19
pandemic. The study was conducted in 38 public schools using a mixed-methods
approach. This research comprises six studies. Sub-study 1 involved 229
teachers and employed Confirmatory Factor Analysis (CFA) which resulted in a
non-hierarchical model with four correlated first-order factors: Improvement,
Irrelevance, School Accountability, and Student Accountability. Sub-study 2
examined the views of 23 school leaders through semi-structured interviews,
revealing a formative approach to assessment, although hindered by contextual
barriers. Sub-studies 3 and 4 focused on 996 final-year secondary students.
Sub-study 3 applied CFA to explore students’ conceptions of assessment,
resulting in a model with eight correlated factors, with strong associations
between assessment and improvement. Six models were tested. Sub-study 4
analyzed students’ general views, showing that assessment is closely linked to
learning, with tests and exams perceived as the most effective methods.
Sub-studies 5 and 6 addressed experiences during the COVID-19 pandemic.
Sub-study 5, based on teacher questionnaires, found that assessment remained
relevant despite reduced diversity in tools; portfolios, multiple-choice tests,
and projects were commonly used. Teachers also implemented strategies to
overcome technological and pedagogical challenges. Sub-study 6 explored
students’ experiences, highlighting the continuity of assessment during remote
education, though its effectiveness was questioned. Students appreciated
increased feedback and teacher support. The findings contribute to the
understanding of assessment in secondary education and suggest areas for
further research, particularly in improving contextualized and equitable
assessment practices.
Palavras-chave:
Assessment of learning, Conceptions of assessment, Perspectives of
assessment, Practices, Secondary education.
.
Contactos:
Doutoramento em Ciências da Educação
Tel: +351 253 60 12 87
e-mail: sec-dout-ce@ie.uminho.pt
Conselho Pedagógico
Tel: +351 253 601287
e-mail: cpedagogico@ie.uminho.pt
