Abstract

PRIETO P, Marcia. Teachers’ beliefs on assesment: Some incidental effects. Rev. Ped [online]. 2008, vol.29, n.84, pp.123-144. ISSN 0798-9792.

Assessment represents a vital part of learning since it has a critical effect on progress at school whether in the short or long term. Little attention has been paid to how teachers assess their pupils, especially in terms of their beliefs and this has prevented us from solving problems and controversies associated with the results and consequences of the process of assessment. If such beliefs are varied in nature and are related to several aspects, they also have strong effects both in the quality of the development of skills so that students may think for themselves and in the construction of their identity. In this article, we revise several theoretical contributions and empirical evidence from international studies with regard to teachers‘ beliefs on assessment and their effects on students, stressing that teachers need to set down what these beliefs are and think as to how such beliefs might promote certain pedagogical actions that would help students overcome difficulties and at the same time, favour and promote learning and personal development.

Keywords : Teachers’ beliefs; concept of assessment; educational assessment; labelling.

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