Assessment Literacy and Formative Assessment under the Reformed Curriculum

Rationale

The reformed Sistema Nacional de Avaliação das Aprendizagens no Ensino Básico, grounded in Decreto-Legislativo n.º 13/2018, positions formative assessment as the regulating modality of teaching and learning, articulated with summative moments. This represents a fundamental shift from a summative-only culture to one in which assessment drives instructional decisions in real time. Teachers must master formative techniques, valid task design, and data-informed adjustment to deliver the pupil-outcomes framework the reform demands. Assessment literacy is also directly implicated in the teacher's own annual avaliação de desempenho (EPD Arts. 31-34), because the quality of a teacher's assessment practice is observable in pupil progress and in the documentation the teacher submits for evaluation. Without this competence, a teacher cannot achieve the minimum "Bom" classification required for career progression. The course therefore addresses both the pedagogical mandate of the curriculum reform and the statutory performance framework that governs every teacher's career.

Part I: Foundations (Lessons 1-4)

Lesson 1. Purpose of assessment in the Cape Verdean reform

This lesson establishes the conceptual distinction between assessment for learning and assessment of learning as the foundation of the reformed Sistema Nacional de Avaliação das Aprendizagens. Participants examine the statutory language of Decreto-Legislativo n.º 13/2018, which defines assessment as a continuous, systematic and integral process that supports the pupil's formation rather than merely measuring it. Through analysis of the reform's stated aims, teachers identify how formative assessment functions as the "regulating modality" that guides moment-to-moment teaching decisions, while summative assessment serves as a periodic check on attainment. The lesson contrasts this with the pre-reform emphasis on end-of-cycle examinations and shows how the new framework requires teachers to shift their mental model from "testing what was taught" to "using evidence to decide what to teach next." Participants leave able to articulate the reform's assessment philosophy to colleagues and to distinguish formative from summative purposes in their own planning.

Lesson 2. Formative assessment as the regulating engine

Participants explore the statutory position that formative assessment is the central, regulating modality of the teaching-learning process, not an optional add-on. The lesson draws on the reformed system's own language to show how formative assessment must be embedded in daily classroom practice, articulated with but not subordinated to summative moments. Teachers examine case studies from Cape Verdean classrooms where formative techniques (observation, dialogue, self-assessment) have been used to adjust instruction in real time. The lesson introduces the five core strategies of formative assessment: clarifying learning intentions, engineering effective discussions, providing feedback that moves learning forward, activating pupils as learning resources for one another, and activating pupils as owners of their own learning. Participants practice identifying which strategy is at work in given teaching scenarios. By the end, each teacher can explain why the reform calls formative assessment the "regulating engine" and can name the five strategies in Portuguese and English.

Lesson 3. Sharing learning intentions and success criteria

This lesson translates the pupil-outcomes framework of Decreto-Legislativo n.º 13/2018 into visible, pupil-friendly learning intentions and success criteria. Participants learn that when pupils understand what they are learning and what success looks like, their achievement improves significantly. The lesson provides protocols for converting curriculum objectives (for example, "identify the main idea of a text" or "solve addition problems with regrouping") into language that a first-cycle or second-cycle pupil can understand and use for self-assessment. Teachers practice writing learning intentions that separate the learning from the task and success criteria that are specific, observable and limited in number. The lesson also addresses the challenge of sharing intentions in classrooms where pupils speak Cape Verdean Creole as their mother tongue and Portuguese as the language of instruction. Participants leave able to produce a week's worth of learning intentions and success criteria aligned to the national curriculum.

Lesson 4. Questioning and eliciting evidence of learning

Effective questioning is the most immediate tool for surfacing pupil thinking and generating evidence that drives formative decisions. This lesson trains participants in questioning techniques that go beyond recall to probe understanding, reasoning and misconception. Teachers study the taxonomy of question types (closed, open, probing, hinge-point) and practice designing hinge questions that reveal whether the class is ready to move on. The lesson addresses the specific Cape Verdean context of large classes and multi-grade classrooms, offering strategies such as whole-class response systems (show-me boards, finger voting) that elicit evidence from every pupil simultaneously. Participants analyze transcripts of classroom dialogue to identify missed opportunities for formative questioning and rewrite them. By the end of the lesson, each teacher can design a set of hinge questions for an upcoming lesson and can use wait time and follow-up probes to deepen pupil responses.

Part II: Core Practice (Lessons 5-10)

Lesson 5. Feedback that moves learning forward

Feedback is the most powerful single influence on pupil learning when it is task-focused, specific and forward-looking. This lesson examines the characteristics of effective feedback within the reformed assessment system, which expects feedback to close the gap between where the pupil is and where the learning intention places them. Participants study a feedback typology (task level, process level, self-regulation level, person level) and learn to avoid person-level praise that does not advance learning. Teachers practice writing feedback comments on authentic Cape Verdean pupil work samples, then revise them to be more actionable. The lesson also covers oral feedback strategies for the classroom, including the use of "two stars and a wish" and "next-step" prompts. A key focus is feedback in the context of Portuguese-language development: how to give feedback on content without penalizing language errors, and how to give language feedback that builds proficiency. Participants leave able to give feedback that pupils can act on immediately.

Lesson 6. Articulating formative and summative moments

The reformed system requires formative and summative assessment to be articulated, not separated. This lesson shows participants how to sequence ongoing formative evidence with periodic summative assessments so that each informs the other. Teachers examine the statutory assessment calendar for the Ensino Básico, identifying the moments when summative judgments are required (end of term, end of cycle) and planning how formative data from the preceding weeks feeds into those judgments. The lesson introduces the concept of "assessment episodes" where a formative cycle (intention, elicitation, feedback, next steps) culminates in a brief summative check that confirms or adjusts the teacher's judgment. Participants design a six-week assessment plan for a subject and cycle of their choice, showing how formative and summative moments connect. By the end, each teacher can articulate the rhythm of assessment in their classroom and can justify the balance between formative and summative to a school leader or evaluator.

Lesson 7. Designing valid classroom assessments

Validity in classroom assessment means that the task actually measures the intended learning outcome. This lesson trains participants to align assessment tasks directly to the objectives stated in Decreto-Legislativo n.º 13/2018 and the Plano de Estudos. Teachers learn to write assessment items that avoid construct-irrelevant difficulty (for example, language complexity that masks mathematical understanding) and construct under-representation (tasks that test only recall when the objective demands application). The lesson covers item types appropriate for Cape Verdean classrooms: selected-response, constructed-response, performance tasks and portfolios. Participants critique existing assessment items from Ministry-provided materials and from their own practice, then redesign them for better alignment. A special focus is assessment design for multi-grade classrooms, where one task must serve pupils at different levels. Teachers leave able to produce a valid, aligned assessment for any unit they teach.

Lesson 8. Assessing reading and writing in the first cycle

Foundational literacy in the first cycle (years 1-4) is the priority of the reformed curriculum, and assessment of reading and writing must be diagnostic, continuous and precise. This lesson equips participants with tools to assess phonological awareness, decoding, fluency, vocabulary and comprehension in Portuguese, while being alert to the influence of Cape Verdean Creole as the pupil's first language. Teachers learn to administer and interpret running records, miscue analysis and writing samples that reveal what a pupil can do and what the next teaching step should be. The lesson addresses the statutory expectation that first-cycle teachers identify pupils at risk of reading difficulty early and provide targeted intervention. Participants practice scoring and interpreting a set of running records from Cape Verdean pupils, then plan differentiated instruction based on the evidence. By the end, each teacher can conduct a running record, identify a pupil's reading level and instructional needs, and document the evidence for the performance dossier.

Lesson 9. Assessing numeracy and early algebraic thinking

Numeracy assessment in the first cycle must capture not only procedural fluency but also conceptual understanding and problem-solving. This lesson trains participants in diagnostic tasks that reveal how pupils think about number, operations and early algebraic patterns. Teachers learn to use clinical interviews, error-pattern analysis and open-ended problems to uncover misconceptions (for example, the belief that multiplication always makes bigger). The lesson aligns assessment tasks to the numeracy and algebraic-literacy priorities of the Plano de Estudos, ensuring that teachers assess what the curriculum actually requires. Participants practice administering a short numeracy interview to a colleague, recording the evidence and identifying the next instructional move. The lesson also addresses assessment in multi-grade classrooms where pupils at different levels need different numeracy tasks. Teachers leave able to design and interpret diagnostic numeracy assessments that inform teaching.

Lesson 10. Assessment for pupils with special educational needs

Pupils with special educational needs (NEE) are entitled to assessment that is adapted to their Individual Educational Plan (PEI) while remaining aligned to the national curriculum. This lesson trains participants to differentiate assessment tasks, conditions and criteria for pupils with NEE, drawing on the principles of Decreto-Lei n.º 9/2024 (REPORTED) and the inclusive-education mandate of the Lei de Bases. Teachers learn to set assessment targets that are challenging yet attainable for each pupil, to use accommodations (extra time, oral response, simplified language) without reducing the cognitive demand, and to document progress against PEI goals. The lesson addresses the tension between standardized summative assessment and individualised formative assessment, showing how both can coexist. Participants practice adapting a standard assessment task for a pupil with a specific learning difficulty and for a gifted pupil. By the end, each teacher can produce an adapted assessment plan for a pupil with NEE and can evidence inclusive assessment practice in their performance dossier.

Part III: Application and Mastery (Lessons 11-15)

Lesson 11. Recording, reporting and moderation

Consistent recording and reporting of assessment data is a professional duty under the Estatuto do Pessoal Docente and a practical necessity for the reformed system. This lesson trains participants in efficient record-keeping systems that capture formative evidence without overwhelming the teacher. Teachers learn to use simple tracking tools (checklists, anecdotal records, portfolio summaries) that document pupil progress over time and support moderation conversations with colleagues. The lesson introduces the concept of moderation: the process by which teachers agree on standards and calibrate their judgments. Participants practice moderating a set of pupil work samples with a partner, discussing why they assigned a particular level and reaching consensus. The lesson also covers statutory reporting requirements to families (encarregados de educação) and to the school. Teachers leave able to maintain a manageable assessment record and to participate in moderation that improves the consistency of their judgments.

Lesson 12. Using assessment data to adjust teaching

Collecting assessment evidence is pointless unless it changes what happens next in the classroom. This lesson trains participants to move from data to instructional decision in a systematic way. Teachers learn a simple protocol: examine the evidence, identify the gap, hypothesize the cause, select an instructional response, implement it, and reassess. The lesson uses real assessment data from Cape Verdean classrooms (anonymized) to practice this cycle. Participants work through cases where the data reveals that most pupils have not understood a concept, that a small group needs enrichment, or that an individual pupil has a specific misconception. For each case, teachers design a targeted instructional response. The lesson also addresses the challenge of using data in multi-grade and large-class settings, where the teacher must respond to multiple levels of need simultaneously. By the end, each teacher can use assessment data to plan differentiated instruction for the next lesson or the next week.

Lesson 13. Reporting to families constructively

The reformed system expects teachers to communicate pupil progress to families (encarregados de educação) in a way that builds partnership and supports learning at home. This lesson trains participants to write report comments that are specific, strengths-based and forward-looking, avoiding vague praise or criticism. Teachers learn the structure of the official reporting template used in Cape Verdean schools and practice writing comments that reference learning intentions, describe what the pupil can do, and suggest a next step for home support. The lesson addresses the challenge of communicating with families who speak Cape Verdean Creole and may have limited Portuguese literacy, offering strategies for oral reporting and for using simple, clear language. Participants role-play a parent-teacher conference in which they share assessment evidence and co-plan next steps. By the end, each teacher can produce a constructive written report and can lead a productive conversation with a family about their child's progress.

Lesson 14. Ethics and fairness in assessment

Assessment decisions affect pupils' life chances, and teachers have a professional duty to ensure fairness, transparency and equity. This lesson examines the ethical dimensions of assessment in the Cape Verdean context, including bias related to language (Creole-dominant pupils), gender, island of origin, and socioeconomic status. Participants study the equity provisions of the Lei de Bases and the human-rights objectives that underpin the education system. The lesson addresses the risk of cultural bias in assessment tasks and teaches strategies for reducing it, such as using familiar contexts and allowing multiple response modes. Teachers also examine the ethics of grading, including the dangers of norm-referencing in a system that expects criterion-referenced judgment. The lesson covers the teacher's duty to maintain confidentiality of assessment results and to avoid conflicts of interest. Participants leave able to audit their own assessment practices for fairness and to advocate for equitable assessment in their school.

Lesson 15. Evidencing your assessment practice for evaluation

The annual performance evaluation (avaliação de desempenho) under EPD Arts. 31-34 requires teachers to demonstrate their competence through documented evidence. This final lesson trains participants to compile a dossier of assessment artefacts that shows they understand and implement the reformed assessment system. Teachers learn what kinds of evidence are persuasive: annotated assessment tasks, pupil work samples with feedback, records of moderation, data-analysis notes, and reports to families. The lesson provides a template for organising the dossier and for writing reflective commentaries that link each artefact to the statutory duties of EPD Art. 6 and to the assessment principles of DL 13/2018. Participants begin assembling their own dossier, selecting artefacts from the course activities and from their current practice. By the end, each teacher has a draft dossier section on assessment literacy that can be submitted as part of their annual evaluation and that demonstrates their readiness for career progression.

This syllabus was designed from primary-source research of this nation's official teacher requirements and passed independent verification. The full course, its lessons, assistant, and materials are live for enrolled educators.