Assessment and photovoice. Representations about assessment in a primary school

Abstract

Despite the vast body of literature about educational assessment, there is still scarcity of empirical studies exploring students’ voices and representations about assessment (especially in pre-school and primary school). Literature
shows the importance to explore students’ representations on the topic of assessment both to offer useful elements to teachers and to be able to act on the representations themselves, since assessment has a significant impact on the quality of learning.
In a fourth-grade primary school class, the methodology of photovoice was used, combining images (photo) with words (voice). Photovoice intercepts creativity, stimulates participation and promotes change, by asking participants to take photographs that enhance their point of view. Design and evaluation phases of the project called Snapshots of assessment are presented. Data from different instruments allow to depict a narrative view of the project.