Abstract

EMANUEL, VITA  and  COSTA, NILZA. ASSESSMENT IN HISTORY TEACHING IN ANGOLAN PRIMARY EDUCATION: FROM THE INSTITUTED TO THE INSTITUTING. Est. Aval. Educ. [online]. 2025, vol.36, e11524.  Epub Dec 31, 2025. ISSN 1984-932X.  https://doi.org/10.18222/eae.v36.11524.

This study discusses assessment practices aimed at supporting student learning in the 5th and 6th grades in Angolan primary education according to three axes (theoretical, political-normative and contextual), with a particular focus on the subject of history. The study aims at analysing assessment concepts and practices in the teaching of history, in the light of approaches that promote the role of assessment for learning. The research followed an interpretive methodological paradigm and employed document analysis, interviews and classroom observation, and a case study design. The findings point to a discrepancy between the instituted and the instituting, the former oriented towards more current perspectives rather than the latter. The study suggests investment in teacher training in Angola’s primary education system, particularly in the field of assessment.

Keywords : LEARNING ASSESSMENT; TEACHING HISTORY; PRIMARY EDUCATION; TEACHING PRACTICE.

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