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EXTERNAL EVALUATION OF SCHOOLS AND

THE TEACHING OF MATHEMATICS:


A STUDY INVOLVING TEACHERS FROM
PRIMARY TO ELEMENTARY SCHOOL
PINTO, MARTA ISABEL DO AMARAL
CARVALHO
marta.pinto32@gmail.com
To develop under the
guidance of
Jos Augusto Pacheco
Maria Helena Martinho
Doctoral Degree in Educational Sciences,
Curriculum Development Specialty

Theme

The external evaluation of schools have


acquired in recent years a central role in
educational research.

Problem

we intend to analyze the mediation of


the pressure applied by curricula policies
of homogenization and standardization
of
results
(Afonso,
Santiago
&
Donaldson, 2012) and their influence on
the role of local players, namely the
teachers of Mathematics.

Question

This quantitative study, involves a survey by


questionnaire to Primary and Elementary (1st
to 6th forms) teachers, in which it is
ascertained how the model of external
evaluation, implemented in Portugal since
2006, has been contributing to the creation of
concrete consequences in school results,
namely on the standards of evaluation, and
on the dominance of summative tests in
Mathematics, taking into account the
curricular changes and teaching changes.

Questions

What are the impact and effects, on Primary


and Elementary teachers, coming from the
realization of National Math Tests in the end of
4th and 6th Grades, at the dimensions:
curriculum management and articulation;

Internal Evaluation (methods and


instrumentation);
Preparing ans organizing materials and tasks
to be undertaken in the classroom;
Collaborative practices among math teachers.

Questions

How do math teachers of the 1st and


2nd cycles of basic education perceive
the impact of current policies of
accountability and standards, the level
of recognition of school results in
national tests ?

Objectives

Theoretical approach

Empirical Study of qualitative and


quantitative , using the questionnaire
survey , the survey interview and
documentary analysis.

first phase, a qualitative study by


content analysis (Esteves, 2006) of
reports ( IGE, TIMSS, Eurydice, OECD,
TEDS-M, etc) and from the revision of
topic-related literature.

two empirical studies, one quantitative


( Moreira, 2006) , using a questionnaire
survey ( Tuckman , 1994; Ghiglione &
Matalon , 1997) and other qualitative .

Permits and ethical issues

It shall be taken into account all ethical


issues in all development phases of the
research work .

Samples or situations already collected

The sample (n=91) was randomly


selected from schools ranging from
Primary and Elementary Education (1st
to 6th forms) from a school grouping in
the north of Portugal.

Preliminary Conclusions

the achievements outlined on the reports


of external evaluation are rhetorical
results obtained on National Examinations
along with the existence of rankings
contribute to competitiveness among
schools
results on math national examinations may
not be a reflection of the actual learning
done by students.

Preliminary Conclusions

there is pressure to teach for national


examinations
support lessons should be directed for
subjects with national examinations
teaching for tests contributes to an
improvement in school results, however
students are mainly responsible for their
school performance.

Final Considerations

what purpose may examinations have at


the end of a cycle, if they do not reflect
the actual learning of students?
What is their influence on the quality of
learning as well as on the actual
teaching practice?