Avaliação da aprendizagem : instrumentos avaliativos utilizados por professores do município de Lagarto (SE)

Abstract

The assessment in the teaching-learning process, specifically of students, has a great prominence that involves discursions for education, as it is important to determine the success and failure of those who learn. With this understanding and considering that several authors emphasize the instruments and methodologies of evaluation by teachers as continuous research action that aims to understand the knowledge, attitudes and abilities of the students, the present monograph aims to analyze the conception and evaluation instruments of teachers from two municipal schools in Lagarto (SE). It is theoretically based on authors such as Luckesi (1999), Hoffmann (2000), Almeida (2012), Esteban (2002), Haydt (1992), among others. It is a research with a qualitative approach, with bias in the case study, using the interview technique, carried out with six lower elementary school teachers. It is known that evaluating students from instruments such as test, exams, exams, projects, projects among others is to have expectations of showing how the students are learning, unfortunately in our country still have to assign grades, even if they are measured as categories , so that the student can prove his knowledge to society, because reality is not always what is defined by instruments but by knowledge and learning. This way, the methodologies that the teachers develop in the room as instruments of evaluation, can bring to the student future consequences, because if a simple reprimand of the teacher can create a trauma, imagine the reprobation? Thus, the teacher has in his hands the authority to review his methodology and instruments to evaluate his students and his evaluation practice. For the schools surveyed, or at least for the teachers, they reconsidered how they evaluate which tools they use to evaluate their students if they are really evaluating without prejudicing them. Taking into account these aspects, it is concluded that the objectives of this research were achieved, as evidenced by the teachers' responses to the conception and evaluation tools. Hence, it is necessary to advance in the studies on the utility of the evaluation in the classroom, in order to achieve improvements in the quality of teaching.