Educational assessment: re-signification and reconstruction of practice

• Autor(a) principal: Vieira, Géssika Mendes
• Data de Publicação: 2024
• Outros Autores: Vieira, Vania Maria de Oliveira
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Práticas Educativas, Memórias e Oralidades
• Texto Completo: https://revistas.uece.br/index.php/revpemo/article/view/12529
• topic: Avaliação da aprendizagem; Avaliação educacional; Formação de professores; Learning assessment; Educational assessment; Teacher training

Although assessment is a significant part of the teaching-learning process, there are still weaknesses in its practice. Historically, exams have been consolidated on the basis of classification practices that have permeated the school life of current teachers and are reproduced by them. We discuss the history of assessment, its functions, objectives, assumptions and criteria, based on studies by Luckesi (2011), Fernandes (2006) and others. We aim to contribute to understanding the meaning of assessment in the educational process. We also present data from a study carried out with 35 undergraduates from an HEI in Minas Gerais, collected using a questionnaire that sought to understand the evaluation process from the perspective of these students. The results show that learning assessment is a practice under construction, which is why teacher training is fundamental to building a new perspective on assessment.