EAL Teachers’ Beliefs About the Assessment of Language Learning in State-Funded Primary and Secondary Schools

This study presents the results of an investigation on beliefs about learning assessment involving nine in-service EAL (Note 1) teachers from state-funded primary and secondary schools in Santarém, western Pará, Brazil. It capitalises authors who discuss educational context, considering general assessment, English teaching schools. Data were gathered by means semi-structured interviews analysed following principles content analysis as attempt to find points convergence divergence among found. Results indicate that most participants’ are not consistent with Brazilian National Curriculum Parameters for additional languages, participants appear misunderstand concepts feedback, diagnostic, formative, continuous assessments. These findings can be used improve proposals initial continuing education both Pará other regions country, a promote their compliance Parameters.