Perception of French and Portuguese Students Regarding School Assessment

Tell me how you assess, and I’ll tell you your true educational philosophy

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Knowledge and learning are often overshadowed by the emphasis on evaluation. The learning hour has become the evaluation hour, and this alone is reason enough to choose school assessment as the central theme of this research, conducted in secondary education institutions in France and Portugal. Other factors also justify this choice: first, given that I am Colombian, the national assessments of students in my country are especially relevant, as in some regions or departments they are the only requirement for accessing public higher education. This poses an additional issue: high scores are largely achieved by students from high socioeconomic backgrounds, which limits access to quality higher education, particularly for students from vulnerable socioeconomic sectors. Second, international tests, such as the Programme for International Student Assessment (PISA), and the results obtained are steering the national educational debate toward future reforms. A context different from Colombia’s allows each of these factors to be examined from a broader perspective, enabling potential comparisons that, in light of the international educational debate, could provide valuable insights into the issue of school…