Avaliação por rubricas no ambiente educacional: uma possibilidade para aprendizagem no ensino de química e de matemática

Abstract

This work aims to reflect on the use of assessment by rubrics in learning in chemistry and mathematics teaching and to present the types of assessments most used within this context.Assessment constitutes the teaching and learning process at schools and can be used in several ways depending on the purpose established by the teacher.Thus, we believe that the rubrics will be able to provide a new look when carrying out the evaluations, mainly in the teaching of chemistry and mathematics,since this procedure is often based on the judgment of final and punctual results.The investigation was based on discussing how evaluative practices have been in the daily life of schools based on the theoretical Luckesi (2002;2011) and the use of rubrics as a self-assessment instrument and study guide,according to Fernandes (2021;2023),Brookhart (2013).The study is qualitative in nature through bibliographical research.The results point out that, the analyzed study, establish means to materialize what the described literature considers as relevant for a continuous learning process.The practice made it possible for the formative type assessment with the use of rubrics to allow the student to progress in the path of knowledge in the process of building learning and consequent academic development of the student.