Avaliação da aprendizagem: um estudo realizado no 9° do ensino fundamental em uma escola pública no município de Areia -PB

Abstract

Throughout participation in the pedagogical residency program, several concerns arose about the teaching/learning process, the main one being learning assessment. This led to this research, which was conducted in the municipality of Areia, Paraíba, Brazil. The overall objective was to investigate the occurrence of evaluative feedback directed at students in the classroom. This qualitative approach is a case study conducted in a 9th-grade school environment with the participation of a science teacher and her students. The theoretical framework for the concepts, conceptions, functions, and modalities of learning assessment was based on Hoffman (1993), Libâneo (1990), Romão (1999), Sant’ Anna (2014), and Zabala

(1998). The following data collection instruments were used to develop the research: non- participant classroom observation; an interview containing 13 questions with the science

teacher; and a questionnaire for the students. The findings highlight that feedback is partially provided to students and families, but not in a way that improves teaching methodologies and student learning; that assessment is predominantly summative, and there is a lack of closer student monitoring. The research enabled us to conclude about the challenges teachers face in assessing their classes in light of traditional assessment paradigms determined by the school, and that feedback is still not used as a tool for reviving teaching and learning assessment results in the classroom. Furthermore, based on the understanding that assessment impacts learning negatively or positively, whether due to the inadequacy/adequacy of instruments or the lack of formative and mediating assessment practices to improve the teaching-learning process, we advocate that undergraduate programs include learning assessment as a mandatory subject in initial teacher training, and that educational management and continuing teacher education policies address learning assessment in schools in a more in-depth and meaningful manner.