A prática avaliativa do professor de língua inglesa

Abstract

The present work presents the importance of evaluation in the classroom, reflecting on the evaluation practice of the English language teacher, emphasizing the anxiety and fear disorder in relation to the evaluation that the students have been developing with the evaluation process of the teacher. Therefore, the assessment can be a teaching and learning instrument in a qualitative way, used to diagnose the student's learning difficulties for the acquisition of knowledge. The methodology used in the classroom must be consistent with the student's reality, as well as based on the objectives to be achieved both by the discipline and by the teacher, since the result of the evaluation diagnoses the quality of the teaching offered. Thus, if the index is negative, it is time for the teacher to reflect on his evaluative and educational practice, researching and assimilating new ways to reverse this situation. Using the evaluation as a mediation between trying to find and solve the problems identified within the evaluation process. This will lead to a significant change and flexibility in the planning of the teacher's assessment practice during the English language teaching process. This will show the assessment as a support instrument for the acquisition and understanding of the English language, thus fulfilling the function of the assessment, which is to diagnose and verify if the knowledge has been assimilated. In this way, the act of evaluating will be the key to arouse the students' interest and motivate the teacher to be a facilitator and advisor in the evaluation process and in the construction of knowledge.