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The assessment of learning: from the plurality of statements to the duality of concepts ABSTRACT. Teachers' concepts on the learning assessment of their pupils are characterized. Data were collected in two Portuguese schools, featuring very different results in national exams, through half- structured interviews and a focus group of teachers whose discourses were analyzed by content analysis technique. Analysis showed that teachersdiscourse on learning assessment may be placed within a framework of concepts that may be associated with evaluation meanings such as 'measure' and 'negotiation and construction' as described by Guba and Lincoln.When relationships with Mendez's typology on learning assessment are established, teachersdiscourses from the two schools provide characteristics which permit the framing of their perceptions within the duality of the concepts 'alternative assessment' and 'traditional assessment'.

<b> A avaliação da aprendizagem: da pluralidade de enunciações à dualidade de concepções </b> - doi: 10.4025/actascieduc.v36i1.21018