During the last decade in Portugal the curricula had undergone several changes, especially towards assessment. In this new curricula competences development is valued in different domains, such as knowledge (substantive, procedural and epistemological), communication, reasoning and attitudinal. In this context, we seek to characterise teachers' assessment practices. This study involves three beginning teachers of chemistry and physics. Data was collected from semi-structured interviews, observations of lessons and documents supplied by the participants. All of the teachers demonstrate difficulties in assessment of attitudinal and procedural competences. Only one of the participants elaborates observation with registration to assess these competences. The tests constitute the main assessment instrument in the teachers' lessons, what is coherent with a teaching and learning perspective that still remains traditional.
Assessment; Assessment practices; Teaching perspectives
