Abstract:

The society of information recognize the important role of education in the comprehension of complex, dynamic and changing contexts (Sá-Chaves, 2007) and in the constant (re)construction of knowledge and how to act within a conditions of uncertainty, instability, unpredictability and ambiguity that characterize today's society (Schön, 1987). This recognition has led many authors to recommend new educational frameworks, which also integrate new perspectives/conceptions for teaching and assessment. The crucial role of Information and Communication Technologies (ICT) in the assessment of learning involving teachers and students in an innovative way is a factor to take into account. Being a process to be used in a systematic and rigorous way, the ICT enables the integration of teaching and learning strategies that lead to the notion of assessment as an element inherent in the educational process (Fernandes, 2007; Penuel et al. 2007).
In this sense, a qualitative research was developed in order to understand how a group of science teachers in elementary and secondary school use the ICT in the assessment process of students’ learning. The results show that the teachers interviewed don’t use ICT in the assessment of learning despite of the recognition of the potential that ICT may bring to the evaluation process. This makes clear the need to invest in a teacher training where the use of ICT provides teachers with innovative educational media. Through its collaborative exploration we look for a development of pedagogical materials that help teachers to monitor students’ learning.

Keywords:

ICT, Assessment of learning.