This paper reports on findings from a case study conducted as part of a broader research project examining assessment practices in compulsory education. The study aims to explore how assessment is conceptualised and experienced by school leadership, teachers, and students in a Portuguese public school cluster, and how these practices have evolved under policy pressures during and after the Covid-19 pandemic. The research is informed by socio-cultural, formative, and policy-oriented perspectives on assessment (Black & Wiliam, 1998, 2018; Wiliam, 2017; Biesta, 2009; Stobart, 2008; Ruiz-Primo & Brookhart, 2018; Hattie & Clarke, 2019), which frame assessment as a socially situated process emerging from institutional decisions, classroom interactions, and students’ lived experiences. These processes were particularly challenged by the constraints imposed by the Covid-19 pandemic, which required rapid adaptation of teaching and assessment practices (Huber & Helm, 2020; König et al., 2020; van der Spoel et al., 2020; Sandvik et al., 2023). A mixed-methods case study design was adopted to capture the complexity of assessment practices in context. Data were collected from multiple sources, including institutional documents, a semi-structured interview with the headteacher, teacher and student focus groups, and questionnaires. Analyses combined qualitative and quantitative approaches, allowing triangulation across perspectives to identify converging and diverging views on assessment at organisational, pedagogical, and learner levels. Findings from the leadership perspective indicate that assessment functions as a central organisational mechanism for monitoring student progress and supporting decision-making. The headteacher emphasises coherence and alignment across the school, linking assessment to improvement, student success, and equity. Organisational arrangements, such as a semester-based calendar, create conditions that support monitoring of learning and timely intervention, framing assessment as a tool for regulation and coordination rather than solely for certification (Black & Wiliam, 1998, 2018; Wiliam, 2017; Biesta, 2009; Stobart, 2008). Teachers report integrating formative and summative assessment using diverse strategies, including projects, portfolios, oral presentations, observation, digital artefacts, and written tests. These practices promote responsiveness to students’ needs, self-regulation, and fairness (Black & Wiliam, 1998, 2018; Flores et al., 2015; Pereira et al., 2016; Hattie & Clarke, 2019), although tensions with external accountability and standardised testing sometimes constrain pedagogical flexibility (Stobart, 2008; Biesta, 2009). Students value assessment moments that provide feedback, clear criteria, and opportunities to improve. Dialogic and supportive practices are associated with engagement and understanding of learning goals, whereas summative assessment is often experienced as stressful and disconnected from everyday learning (Black & Wiliam, 1998, 2018; Brookhart, 2013). The Covid-19 pandemic acted as a catalyst for reflection and innovation across all actor groups. Remote teaching reduced traditional testing, increased the use of alternative evidence and digital tools, and prompted reconsideration of the purposes and methods of assessment. Some practices introduced during the pandemic have continued post-crisis, highlighting issues of equity and inclusion (Huber & Helm, 2020; Toquero, 2020; Bozkurt & Sharma, 2020; König et al., 2020; van der Spoel et al., 2020; Sandvik et al., 2023). Overall, findings suggest that assessment practices emerge from negotiation between organisational priorities, pedagogical choices, and students’ experiences. Alignment across leadership, teachers, and learners can foster coherent, responsive, and equitable assessment cultures. By foregrounding multiple actor perspectives, this study contributes empirical evidence to international discussions on assessment for learning and the conditions under which assessment practices evolve in compulsory education.

This study adopts a mixed-methods approach grounded in a case study design, which is particularly suited to exploring complex educational phenomena within their real-life context. The selected case corresponds to a Portuguese public school cluster offering education from pre-primary to lower secondary level, recognised for its sustained engagement in pedagogical innovation and digital transformation. Data collection was conducted in three complementary phases. The first phase included the analysis of institutional and policy related documents, including the Educational Project, Annual Activity Plan, External School Evaluation Reports, the Innovation Plan, and the Digital Development Action Plan. This analysis aimed to identify strategic priorities, pedagogical orientations, and organisational structures framing school practices. In the second phase, a semi-structured interview was conducted with the headteacher, focusing on leadership practices, curriculum organisation, assessment policies, the impact of the Covid-19 pandemic, and innovation processes. The interview was audio-recorded, transcribed verbatim, and analysed using content analysis procedures, allowing for the identification of thematic categories and subcategories. The third phase comprised data collection from teachers teaching in different areas and students attending the 2nd and 3rd cycle (10-16) through focus groups and questionnaires. Two teacher focus groups (n=10) and two student focus groups (n=13) were conducted to explore perceptions, experiences, and meanings attributed to curriculum and assessment practices. Additionally, questionnaires were administered to teachers (n=29) and students (n=165), providing quantitative data on pedagogical strategies, assessment approaches, digital use, and student engagement. Qualitative data were analysed through a systematic process of coding, categorisation, and interpretation, ensuring analytical rigor and consistency. Quantitative data were analysed using descriptive statistics to identify patterns and trends that complemented qualitative findings. Data triangulation across sources and methods enhanced the credibility and validity of the results. Ethical considerations were strictly observed. Participation was voluntary, informed consent was obtained from all participants, and confidentiality and anonymity were guaranteed throughout the research process.

Focusing on the perspectives of leadership, teachers, and students, this study highlights assessment as a multi-layered and relational practice rather than a purely technical procedure. The findings demonstrate that formative assessment gains meaning and effectiveness when it is coherently articulated across organisational, pedagogical, and learner levels. At the leadership level, assessment functions as a strategic instrument for regulating pedagogical practices and promoting inclusion. Organisational decisions—such as the adoption of a semester-based calendar—create structural conditions that support formative feedback, monitoring of learning, and timely intervention. These findings underline the importance of leadership in aligning assessment principles with school-wide practices. At the pedagogical level, teachers play a central role in translating assessment principles into classroom practice. The diversification of assessment instruments and the emphasis on feedback reflect a sustained commitment to assessment for learning. However, the coexistence of formative practices with external accountability demands continues to generate tensions that influence pedagogical choices and professional autonomy. From the students’ perspective, assessment practices are most meaningful when they involve feedback, transparency, and opportunities for improvement. Student voices reveal both the benefits of formative approaches and the emotional and cognitive challenges associated with summative assessment, reinforcing the need to consider learner experience in assessment design. The Covid-19 pandemic acted as a catalyst for rethinking assessment across all actor groups, accelerating the adoption of formative and digital practices whose effects extend beyond the crisis context. In conclusion, the study contributes to international discussions on assessment for learning by evidencing how coherence across leadership, teachers, and students strengthens assessment cultures. It argues for assessment policies and practices that recognise assessment as a shared responsibility, capable of fostering equity, agency, and meaningful learning in compulsory education.

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