A PROVA ESCRITA COMO INSTRUMENTO AVALIATIVO: DISCUTINDO UMA EXPERIÊNCIA NO CONTEXTO DA FORMAÇÃO INICIAL EM MATEMÁTICA

Abstract

The work presented here aims to discuss the evaluation process in the mathematics preservice teacher education course from the experience of organizing one of its instruments, the written test, through the academics’ perceptions. Understanding that it is important to provide moments for reflections on the evaluation process in the preservice course for teachers, a formative activity was organized in the discipline of Financial Mathematics of a Teacher Preparation Program, which consisted in the elaboration of an assessment by the students of such discipline. From this experience, they were invited to answer a questionnaire, analyzed through three categories: 1) The assessment in the disciplines in the Mathematics Teacher Preparation Program; 2) The experience that took place in the discipline of Financial Mathematics; 3) Possible effects of this learning experience towards the teaching. Based on the data, we emphasize that this was an atypical experience in the process of training preservice teachers, highlighting the following: the importance of interaction among the subjects; experiences and different instruments to assist in the future teacher’s practice; and relevance of the assessment as a training process. We consider, therefore, that a written test can be an instrument of a formative assessment, when it promotes reflections that lead to student learning.

Keywords: Formative Assessment. Written Test. Teacher training. Mathematics teaching. Teaching and learning. Learning for teaching.