Teachers' conceptions that inform their assessment practices: a problem to be disclosed

Abstract

School assessment has turned into an important issue to be analysed. A growing amount of evidence has diclosed the fact that its direction and practices are not favouring students learning but rather obstructing it. This paper develops an analitical review of findings reported in some national and international studies dealing with teachers beliefs about their meanings of assessment. Special attention has been given to Mathematics and Literacy primary teachers beliefs, mostly because of the subsecuent long lasting effects in students. On the bases of the reported evidences it is concluded the necessity of researching and dis-closing teachers ideas about assessment, so as to bring out the impact of their beliefs in their their practices, taking into account the critical repercussions in the students school itinerary.