The dilemma of quantitative assessment versus qualitative assessment of learning in schools in Angola

Abstract

The social, political, economic, cultural and technological dynamics that Angola has been going through in recent years, resulting from global and local changes, verified in all the domains presented, suggests the reformulation and/or (re)adaptation of the aims and objectives of education in the country, so that we can increasingly train citizens with the comprehensive preparation necessary for effective integration into global society. In this sense, in Angola, through the responsible Ministry, a set of measures has been developed to adapt the quality of education, complying with international standards defined by UNESCO. And as a measure to measure these indicators, throughout the country, is the introduction, in a phased manner, since the 2021/2022 academic year, of standardized national exams at all levels of general education. From this perspective, this article seeks to reflect on the issue of summative assessment and its weight in the percentage of the final grade that allows the student to be promoted, as well as the autonomy of the teacher who worked with the student throughout the year at the time of awarding the grade. final grade. This is a descriptive study with a qualitative approach through bibliographical research and participant observation associated with theoretical reflection. The final considerations indicate the need to propose a broad debate around this assessment focused solely on quantitative aspects that completely eliminate the qualitative aspect in assigning the students' new final for approval or disapproval.