Correction as an evaluative process: different perceptions in dialogue

• Autor(a) principal: Moreira, Simone Araujo
• Data de Publicação: 2015
• Outros Autores: Rangel, Mary
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Estudos em Avaliação Educacional
• Texto Completo: https://publicacoes.fcc.org.br/eae/article/view/2764
• topic: Learning evaluation; Formative evaluation; Teaching-learning process; didatics; Evaluación del aprendizaje; Evaluación formativa; Proceso de enseñanza-aprendizaje; Didáctica; Avaliação da aprendizagem; Avaliação formativa; processo de ensino-aprendizagem; Didática

The main purpose of this study is to problematize the perceptions that teachers and students have of the objectives of the practice of correcting exercises in students’ notebooks in elementary school I. It is, therefore, based on a theoretical framework that reconciles studies in the fields of instruction and evaluation, in order to understand the relationships between feedback and regulation of students’ learning. From this perspective, it was also relevant to reflect on the articulation between knowledge repeated or constructed by teachers. In addition to  presenting  forms  and  conceptions  of  empirical  origins,  these issues were problematized as practices that demand more thorough theoretical revision and analysis. Therefore, this deals with an investigation that allows interpretation, understanding, questioning and suggestion of new paths to a practice of correction for the purpose of formative evaluation.