In Portugal, recent school reforms address the need to innovate curriculum and assessment practices to promote academic success and improve learning outcomes (Roldão & Almeida, 2018; Cabral & Alves, 2017; Pereira et al., 2021; Machado et al., 2022). The publication of Decree-Law No. 55/2018 granted schools greater autonomy in curriculum development, emphasising the use of diverse assessment tools to monitor student progress and identify learning difficulties at an early stage. The aim is to foster equity, inclusion, and innovation in educational practices. However, although there is widespread acknowledgment of the need for changes in assessment methods, change has been difficult to achieve, as assessment practices predominantly focus  on traditional written tests and exams that existed over a century ago (Broadfoot, 2009). The persistence of summative assessment practices remains also evident in the Portuguese context (Pereira, Flores, & Niklasson, 2017; Flores et al., 2015; Pereira, Flores, & Barros, 2017; Flores, Alves, & Machado, 2017). Such performative cultures, while emphasising measurable outcomes, often risk narrowing pedagogical innovation and limiting creative, student-centered teaching approaches (UNESCO, 2022). Portugal has sought to counterbalance these pressures with initiatives such as the Pedagogical Innovation Pilot Project (PPIP) aimed to promote educational success, eliminate retention, and prevent school dropout through pedagogical differentiation and meaningful learning strategies (Gil, 2021). Following the PPIP, three key curricular legislative texts were introduced: the Profile of Students at the End of  Compulsory Schooling (Order no. 6478/2017), Inclusive Education Decree (Decree-Law No. 54/2018), and Autonomy and Curricular Flexibility (Decree-Law No. 55/2018). These policies stress flexibility, active methodologies, and the alignment of curriculum and assessment with students’ profiles, promoting innovation and equity across schools. Building on the PPIP, the Ministry of Education extended participation to all schools through Innovation Plans, which encourage autonomy, collaboration, and meaningful learning experiences to meet students’ needs (Ministerial Order 306/2021). However, the challenges of standardisation and high-stakes assessment continue to demand a balance between formative and summative approaches, to ensure that assessment serves as a tool for learning and development rather than a performative mechanism (Flores, Alves & Machado, 2017; UNESCO, 2022). On the other hand, the pandemic has highlighted deep-rooted and complex issues related to assessment and change that existed before and will remain important in the post-pandemic educational environment (Twist, 2021). This paper addresses the following research goals:

• To explore students' perceptions of assessment practices;
• To identify assessment methods used by teachers;
• To examine students' perceptions about classroom activities related to assessment;
• To analyse students' perceptions on whether teachers changed their assessment practices during the COVID-19 pandemic and whether these changes persisted in the post-pandemic period upon the return to in-person teaching;
• To investigate differences in the students’ perceptions as a function of the existence of innovation plans within schools.

Thus, this study seeks to understand how students perceive and engage with assessment process in their schools, shedding light on the role these practices play in shaping their educational experiences. The focus on students’ voices allows for a critical reflection on how assessment support or hinder the learning process. Furthermore, by examining the differences on these topics between school clusters with or without innovation plans and the long-term impact of changes introduced during the pandemic, the research aims to examine whether these adaptations have contributed to more innovative and inclusive approaches in assessment practices.

This work is part of the research project 'COVID-19, Assessment and Innovation of Curriculum Practices During and After the Pandemic' (Ref. SFRH.2021.04753.BD), which is part of a larger research project, 'Investigating the Effects of School Leadership on Student Outcomes' (PTDC/CED-EDG/28570/2017), both funded by the Portuguese Foundation for Science and Technology. The study was conducted across four public schools in mainland Portugal, located in northern and central regions. Schools were purposefully selected based on criteria such as prior involvement in the broader research project, offering 2nd and 3rd Cycles of Basic Education and schools with or without innovation plans. Additional selection factors included geographical location (rural, urban, suburban; coastal, inland), school size, student demographics, and principal characteristics. The study surveyed 993 students, aged 10-16, from the 5th to the 9th grade. There was a near equal gender distribution, with 47.3% male and 52.7% female participants. The highest proportion of participants was in the 5th grade (23.9%), and the lowest in the 9th grade (15.8%). Data were collected using a questionnaire administered between January and March 2024. A pilot test was conducted in November 2023 with 22 students from the 5th grade to refine the tool’s clarity. School principals were briefed on the research protocol, and informed consent forms were distributed to parents or guardians for student participation, since minors were involved. The questionnaire gathered biographical data and students' perceptions on teaching methods, assessment strategies, and the effects of COVID-19 on these practices. Data analysis involved descriptive statistics and the Mann-Whitney U test to examine differences in perceptions based on the presence of innovation plans. The statistical significance was determined at p<0.05, with analyses conducted using IBM SPSS Statistics version 29. The study adhered to ethical guidelines and was approved by the Ethics Committee for Research in Social and Human Sciences of our university (Ref. CEICSH 037/2023). Authorisation was also obtained from the Directorate-General for Education to carry out the study in a school environment (Ref. 1282400001).

The survey results reveal that most students (39.8% partially agree, 28.1% completely agree) believe that tests help them learn, and a significant percentage (38.3% partially agree, 37.6% completely agree) feel their teachers value tests. Tests are considered the most common form of assessment by 46.5% of students. Additionally, over half of the students (50.4%) agree that multiple assessment methods are used in their classrooms. However, opinions on whether other assessment methods would improve learning are more divided, with 39.5% remaining neutral and 39.7% agreeing partially, while 10.7% completely disagree. Regarding assessment frequency, traditional tests dominate, with 37.9% of students indicating they "always" participate in them and 34.4% "almost always" do. Group projects and written reflections are also commonly used, though less consistently, with 16.8% of students reporting group projects as "always" used and 33.7% as "almost always" used. Debates, however, are less frequent, with 12.7% reporting they "never" occur. Preparatory activities before tests are reported by 33.3% of students as happening "always" and by 37.1% as "almost always." Feedback after assessments is prevalent, with 34.5% of students saying teachers "almost always" explain errors, and 43.5% report always participating in self-assessment activities. Regarding pandemic-era assessment changes, 41% of students reported teachers assessed "slightly differently," and 37% said the approach was "much different." Post-pandemic, 42% of students expressed uncertainty about whether new assessment methods would be retained, while 30% reported a return to traditional methods. The Mann-Whitney U test results indicate that students in schools without innovation plans were more likely to agree that tests contribute to learning, are emphasised by teachers, and are the most common form of assessment. Additionally, students in these schools reported a higher frequency of traditional assessment methods like tests, homework, and written assignments. However, no significant differences were found in self-assessment or peer-assessment activities.

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