Achievement performance assessment of elementary school students in Vitória, Espírito Santo, Brazil

• Autor(a) principal: DIAS, Tatiane Lebre
• Data de Publicação: 2006
• Outros Autores: ENUMO, Sônia Regina Fiorim, TURINI, Flávia Almeida
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Estudos de Psicologia (Campinas)
• Texto Completo: https://periodicos.puc-campinas.edu.br/estpsi/article/view/6823
• topic: Desempenho acadêmico; Progressão continuada; Teste de desempenho escolar; school achievement; educational continuous progression; school achievement test

Academic abilities acquisition has been focused by Psychology and Education, as problems in these areas can affect schooling process and produce a low self-efficacy learning sense. This research assessed children’s reading, writing and arithmetic abilities, in an Elementary School of Vitória, Espírito Santo, Brazil during one year. 172 (One hundred and seventy two) students from the elementary course had participated: public school children from the 2nd to 5th grade in the context of the educational continuous progression (90 girls and 82 boys; ages: 8-19 years old) had been assessed by the School Achievement Test. In both assessments, the lowest classification prevailed (1st: 56.4%; 2nd: 59.3%) and women got the best performance. Correct answers increased significantly in the 2nd application (1st: 95.05; 2nd: 103.2), however, the lowest classification hasn’t change. Comparing the grades in these two applications, significant differences between the grades over an interval of two years were observed. The results disclose the difficulties in those academic abilities acquisition.