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A publicação pode ser exportada nos seguintes formatos: referência da APA (American Psychological Association), referência do IEEE (Institute of Electrical and Electronics Engineers), BibTeX e RIS.

Exportar Referência (APA) 
Cipriano, G. & Martins, S. C. (2021). Beliefs on assessment and grade repetition among teachers in Portugal. Meta: Avaliação. 13 (39), 248-273
Exportar Referência (IEEE) 
G. D. Cipriano and S. C. Martins,  "Beliefs on assessment and grade repetition among teachers in Portugal", in Meta: Avaliação, vol. 13, no. 39, pp. 248-273, 2021
Exportar BibTeX 
@article{cipriano2021_1722082165320,
	author = "Cipriano, G. and Martins, S. C.",
	title = "Beliefs on assessment and grade repetition among teachers in Portugal",
	journal = "Meta: Avaliação",
	year = "2021",
	volume = "13",
	number = "39",
	doi = "10.22347/2175-2753v13i39.3033",
	pages = "248-273",
	url = "https://revistas.cesgranrio.org.br/index.php/metaavaliacao/issue/view/128"
}
Exportar RIS 
TY  - JOUR
TI  - Beliefs on assessment and grade repetition among teachers in Portugal
T2  - Meta: Avaliação
VL  - 13
IS  - 39
AU  - Cipriano, G.
AU  - Martins, S. C.
PY  - 2021
SP  - 248-273
SN  - 2175-2753
DO  - 10.22347/2175-2753v13i39.3033
UR  - https://revistas.cesgranrio.org.br/index.php/metaavaliacao/issue/view/128
AB  - The present research aims to understand which conceptions and beliefs Portuguese teachers have about assessment in compulsory school, and whether if their beliefs are in line with the guidelines on national education policy. Moreover, it aims to understand why Portuguese teachers use grade repetition as a common resource when it is not scientifically recommended. To do so, a focus group was conducted, and a survey carried out with a sample of Portuguese teachers’ population, with a 95% confidence level and a margin of error of 2.3%. Those procedures led to the conclusion that Portuguese teachers have personal beliefs towards assessment and grade repetition that have an impact on their practice and succeed in superimposing themselves on national educational policies and scientific recommendations.
ER  -