AVALIAÇÃO EM MATEMÁTICA NA PERSPECTIVA DA AVALIAÇÃO FORMATIVA: UM ESTUDO DE CASO SOBRE CONCEPÇÕES DE AVALIAÇÃO E USO DE TAREFAS AVALIATIVAS

Abstract

The general purpose of this study is to analyze the conceptions of evaluation and the use of assessment tasks used by mathematics teachers at a public school in São Luís – MA. In this way, it aims to contribute to new research into assessment and its tasks, as it is a subject that has a major impact on teachers and students training. The research used qualitative methodology restricted to a case study, including a specific group. The data was collected using an online questionnaire applied to the research subjects in order to find out about their conceptions of assessment and the assessment tasks they use. Data analysis was conducted using the Content Analysis technique which, through systematization, resulted in two Categories of Analysis: Conceptions of Learning Assessment and Assessment Tasks used by teachers at school. The results showed that there are teachers who still prefer the traditional model of assessment based on tests and grades, others who are closer to the concept of formative assessment, but who have conceptual errors about assessment models, and others who are very enthusiastic about contributing to improving the teaching-learning process in mathematics.

Keywords: Assessment Tasks; Mathematics Teaching-Learning-Assessment; Formative. Assessment.