Instrumentos avaliativos: por que diversificá-los?

Abstract

Assessments are present daily in people's lives. Inside the school, it manifests itself all the time, mainly in the classroom between the figure of the teacher who applies the grades and the students who receive it. In the area of Biological Sciences, teachers have an infinite range of subjects that can be worked on in different ways. Thus, the objective of this work was to analyze the importance of diversifying assessment instruments in basic education and the methods used to assess students. All research participants are public school teachers in the municipalities of Areia, Alagoa Grande, Caicó (RN), Esperança, Guarabira and Remígio, graduated in Biological Sciences and are active in elementary school II and high school, the focus of our. Due to the covid-19 pandemic, data collection was performed online, with the application of a virtual questionnaire with eleven open questions about its identification, conceptions and use of assessment instruments in the classroom. With the analysis of the questionnaire, we were able to perceive the frequent use of traditional assessment instruments as conventional tests in classes to assess student learning, however, the significant use of diversified assessment instruments was mentioned, such as: games, debates, self-assessment and feedback. For the diversified use of assessment instruments, a change of attitude by teachers is necessary to rethink their assessment practices, since it is not only possible to evaluate in the sense of giving grades, but accompanying the student throughout his career with assessments that are diagnostic and formative in the entire teaching context favors his entire learning.