<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Rocha, H.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Some factors impacting the teachers' assessment practices - Influências sobre as práticas de avaliação do professor</style></title><secondary-title><style face="normal" font="default" size="100%">REIPE</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2017</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://revistas.udc.es/index.php/reipe/article/view/reipe.2017.0.10.2465</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">E</style></volume><pages><style face="normal" font="default" size="100%">30-35</style></pages><abstract><style face="normal" font="default" size="100%">&lt;p&gt;The assessment and the role it should be assumed by the summative and formative component are often a reason for discussion. It is therefore important to understand how the teacher assessment practices are characterized and what influences them. That is, identify aspects taken into account when planning assessment; the (dis)continuities between assessment and learning; the divergences/consonances between assessment planned and implemented. The conclusions reached point to a strong influence of peers, to the assessment criteria of the school and to the students’ characteristics, in a scenario where the test is the dominant element in assessment.&lt;/p&gt;
</style></abstract><issue><style face="normal" font="default" size="100%">10</style></issue></record></records></xml>