Avaliação formativa: acompanhamento do processo ensino aprendizagem

Sandra Yuriko Saito Zapala, Jessica Ellen Marinho Santos Lima


In Brazil, school ratings have been marked by processes that reveal different purposes: some are used to quantify data and list not hit and hit and other skills to follow the learning process of students and propose interventions aimed at achieving skills. According to the National Curricular Parameters - PCN early years of elementary school, the evaluation favors the improvement of quality of learning and is assumed as part of and instrument for self-regulation of the teaching and learning process. It is a process that concerns not only the student but also the teacher and the school system itself. The guiding document of national education as the Laws of the Basic Guidelines No. 9394/96 and the National Curricular Parameters reveal that the official proposal of the MEC, is that the assessment should be continuous and cumulative, with predominance of the qualitative aspects of the quantitative. The objective of this study is to understand the principles of evaluation and assessment of training specifically in order to identify what are the implications for learning and teaching practice in schools. The research method used is initially bibliographical study, and a second time documentary research - research on school documents held on public school in the city of Santos. This research is based on Allal, Perrenoud and official documents elaborated by the MEC that guide national policy of Education. We understand that the quality of education depends on issues such as the existence of an educational philosophy and awareness of the social role of education. Therefore includes formative elements that exceed but not in any way exempt the acquisition of knowledge only. To the idea of ​​quality, if it incorporates equality in educational opportunities for all citizens that the political and educational systems to date have not offered. Different studies show that formative assessment is one way of improving educational practices, it covers the learning process at the beginning, middle and end, allowing the teacher to the resumption of decisions regarding the qualitative aspects of student learning. Partial results show that the main function of formative assessment is to contribute to regulating the activity of teaching and learning, as the contents and forms of education must adapt to student characteristics revealed by the assessment. There must be an awareness of parents, teachers, students and the system itself that the primary role of education is the building of learning and not the issue of promotion and retention.

Keywords: Assessment. Learning. Quality.

Full Text: PDF


  • There are currently no refbacks.