Avaliação formativa: um olhar discente/docente sobre as práticas de professores dos anos iniciais

Abstract

This work presents partial results of the research project entitled “Assessment of learning in mathematics classes in the early years: perceptions of undergraduate students” and aims to identify, from the perspective of formative assessment, the process of evaluating teachers in classes from the 4th and Initial 5th years and discuss it. The research, of a descriptive character, was organized in: theoretical studies, observation, discussion group, interview and analysis of the empirical material. Ten undergraduate students from the 7th semester of the Integrated Licentiate in Science, Mathematics and Languages course at UFPA, Belém-PA, participated in the project, who were studying the subject of Teaching Internship II. In this text, the empirical material constituted by conducting interviews will be analyzed. The analysis of the research showed that, based on the conceptions of these graduates, the teachers of the schools targeted by the research still see the dissociated evaluation of the teaching-learning process, in addition to making the test the main instrument to evaluate. As for undergraduates, we show that there was learning in relation to three aspects: the expansion of concepts related to formative assessment; perception of inseparability between teaching-learning-assessment and expanding knowledge of assessment tools.

Keywords: Assessment practices and instruments. Early Years. Initial formation.