A aplicação da avaliação diagnóstica no ambiente escolar: um olhar reflexivo

Abstract

This paper deals with the diagnostic evaluation, which is not limited to a poll, but a set of practices that can lead to a diagnosis about the student, and whose intention is to point out the progress and achievement of each student in the learning process. Thus, this paper aims to identify whether there attention or knowledge of the teacher on a constant assessment in order to monitor the difficulties that students have during the process, seeking to investigate how the diagnostic evaluation is presented in the teaching-learning process in context of a school of public local system in João Pessoa - PB. Regarding the methodology it is an investigation of a qualitative nature, using field research, which took place from observations in a class of 5th grade. Pre-structured instruments were applied with the teacher for this study, taking as guiding subsidies of authors as Luckesi, Hoffmann, Melchior, Libâneo, among others. Readily as a result of research that identified through observations, checklist and interview responses to, this diagnostic evaluation is limited, since the teacher is limited only to the initial survey without giving feedback to students. Thus, this work presents the diagnostic assessment as a driver of growth, which is so fundamental and prioritized so that students know their progress and difficulties.