ASSESSMENT METHODOLOGIES IN THE PORTUGUESE LANGUAGE COURSE AND STUDENT LEARNING AT THE "1º DE AGOSTO" SECONDARY SCHOOL (L CYCLE BG 3001) IN BAÍA-FARTA

Abstract

This article aimed to contribute to the understanding of how assessment methodologies used in the Portuguese Language course affect student learning at the BLA 3001 "1.º de Agosto" Lower Secondary School in Baía-Farta. The study employed a mixed-methods, descriptive approach, with the analysis conducted in two stages: first, through an extensive literature review; and second, through surveys administered to teachers, interviews with school administrators, and classroom observations of Portuguese language lessons at the school in question. The results indicated that assessment practices at the "1.º de Agosto" school in Baía-Farta prioritize quantitative methodologies, favoring approaches based primarily on summative assessment, thereby reducing the learning assessment process to the assignment of grades. In light of this, it is suggested that the assessment process adopt a comprehensive and integrated nature encompassing modalities, instruments, and application methodologies so that it yields credible and meaningful information regarding student learning. Such a process should serve not only to guide and monitor learning paces and foster student achievement but also to regulate the assessor's actions, thereby fulfilling the true essence of the assessment process.