The challenge of building an alternative model for large-scale external learning assessment: a conceptual, technical and political challenge as a support point for the success of all students

Detalhes bibliográficos
Autor(a) principal: Brassaroto do Amaral, Michelly Francini
Data de Publicação: 2020
Outros Autores: Alavarse, Ocimar Munhoz, Silva, Fernando Augusto
Tipo de documento: Artigo
Idioma: por
Título da fonte: Olhar de Professor (Online)
Texto Completo: https://revistas.uepg.br/index.php/olhardeprofessor/article/view/15616
Resumo: In this article, we start from the recognition of centrality as the large-scale external assessments of learning assumed in educational policies in the last decades and are problematized in a relationship with a generic denomination of external evaluation, which are used in some cases and, in others, it's not about evaluating learning. Then, limitations in the relationship with the current model are pointed out, mainly with regard to the involvement of teachers and elements that monitor or compose an external evaluation model of learning associated with teacher training in educational evaluation, highlighting as theories in evaluation validity and democratic evaluation. Finally, reports are presented of an experience in Mozambique similar to the proposed alternative model, with an appreciation of the conception, conditions and resources that an evaluation of learning, external or internal, should use as a support point for the success of all students. Keywords: learning assessment; external evaluation; educational politics
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spelling The challenge of building an alternative model for large-scale external learning assessment: a conceptual, technical and political challenge as a support point for the success of all studentsEl desafío de construir un modelo alternativo para la evaluación del aprendizaje externo a gran escala: un desafío conceptual, técnico y político como punto de apoyo para el éxito de todos los estudiantesO desafio da construção de um modelo alternativo de avaliação externa em larga escala da aprendizagem: um desafio, simultaneamente, conceitual, técnico e político como ponto de apoio para o sucesso de todos os alunosAvaliação da aprendizagem. Avaliação externa. Política educacional.learning assessment; external evaluation; educational politicsevaluación del aprendizaje; evaluación externa; política educativaIn this article, we start from the recognition of centrality as the large-scale external assessments of learning assumed in educational policies in the last decades and are problematized in a relationship with a generic denomination of external evaluation, which are used in some cases and, in others, it's not about evaluating learning. Then, limitations in the relationship with the current model are pointed out, mainly with regard to the involvement of teachers and elements that monitor or compose an external evaluation model of learning associated with teacher training in educational evaluation, highlighting as theories in evaluation validity and democratic evaluation. Finally, reports are presented of an experience in Mozambique similar to the proposed alternative model, with an appreciation of the conception, conditions and resources that an evaluation of learning, external or internal, should use as a support point for the success of all students. Keywords: learning assessment; external evaluation; educational politicsEn este artículo, partimos del reconocimiento de la centralidad como las evaluaciones externas de aprendizaje a gran escala asumidas en las políticas educativas en las últimas décadas y se problematizan en una relación con una denominación genérica de evaluación externa, que se utilizan en algunos casos y, en otros, no se trata de evaluar el aprendizaje. Luego, se señalan las limitaciones en la relación con el modelo actual, principalmente con respecto a la participación de los docentes y los elementos que monitorean o componen un modelo externo de evaluación del aprendizaje asociado con la capacitación docente en la evaluación educativa, destacando como teorías en la validez de la evaluación  y evaluación democrática. Finalmente, se presentan informes de una experiencia en Mozambique similar al modelo alternativo propuesto, con una apreciación de la concepción, las condiciones y los recursos que una evaluación de aprendizaje, externa o interna, debe usar como punto de apoyo para el éxito de todos los estudiantes. Palabras clave: evaluación del aprendizaje; evaluación externa; política educativaNeste artigo, parte-se do reconhecimento da centralidade que as avaliações externas em larga escala da aprendizagem assumiram nas políticas educacionais nas últimas décadas e problematiza-se a relação com a denominação genérica de avaliação externa, indicando que em alguns casos essa expressão sequer significa avaliação e, em outros, não se trata de avaliar aprendizagem. Depois, são apontadas limitações em relação ao modelo vigente, sobretudo no que tange ao envolvimento de professores e elementos que poderiam compor um modelo de avaliação externa da aprendizagem associado à formação dos professores em avaliação educacional, destacando as teorias em torno da validade e da avaliação democrática. Finalizando são apresentados relatos de uma experiência em Moçambique similar ao modelo alternativo proposto, com a valorização da conceituação, das condições e das características que uma avaliação da aprendizagem, externa ou interna, deve possuir para se colocar como ponto de apoio para o sucesso de todos os alunos. Palavras-chave: avaliação da aprendizagem; avaliação externa; política educacionalEditora UEPG2020-08-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontextotextoinfo:eu-repo/semantics/otherapplication/pdftext/xmlapplication/ziphttps://revistas.uepg.br/index.php/olhardeprofessor/article/view/1561610.5212/OlharProfr.v.23.2020.15616.209209225971.0530Olhar de Professor; Bd. 23 (2020): Publicação Contínua; 1-18Olhar de Professor; Vol. 23 (2020): Publicação Contínua; 1-18Olhar de Professor; Vol. 23 (2020): Publicação Contínua; 1-18Olhar de Professor; Vol. 23 (2020): Publicação Contínua; 1-18Olhar de Professor; v. 23 (2020): Publicação Contínua; 1-181984-01871518-5648reponame:Olhar de Professor (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/olhardeprofessor/article/view/15616/209209213523https://revistas.uepg.br/index.php/olhardeprofessor/article/view/15616/209209215857https://revistas.uepg.br/index.php/olhardeprofessor/article/view/15616/209209215858Brassaroto do Amaral, Michelly FranciniAlavarse, Ocimar Munhoz Silva, Fernando Augustoinfo:eu-repo/semantics/openAccess2022-03-16T21:50:40Zoai:uepg.br:article/15616Revistahttps://revistas2.uepg.br/index.php/olhardeprofessor/indexPUBhttps://revistas2.uepg.br/index.php/olhardeprofessor/oaiolhardeprofessor@uepg.br||1984-01871518-5648opendoar:2022-03-16T21:50:40Olhar de Professor (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv The challenge of building an alternative model for large-scale external learning assessment: a conceptual, technical and political challenge as a support point for the success of all students
El desafío de construir un modelo alternativo para la evaluación del aprendizaje externo a gran escala: un desafío conceptual, técnico y político como punto de apoyo para el éxito de todos los estudiantes
O desafio da construção de um modelo alternativo de avaliação externa em larga escala da aprendizagem: um desafio, simultaneamente, conceitual, técnico e político como ponto de apoio para o sucesso de todos os alunos
title The challenge of building an alternative model for large-scale external learning assessment: a conceptual, technical and political challenge as a support point for the success of all students
spellingShingle The challenge of building an alternative model for large-scale external learning assessment: a conceptual, technical and political challenge as a support point for the success of all students
Brassaroto do Amaral, Michelly Francini
Avaliação da aprendizagem. Avaliação externa. Política educacional.
learning assessment; external evaluation; educational politics
evaluación del aprendizaje; evaluación externa; política educativa
title_short The challenge of building an alternative model for large-scale external learning assessment: a conceptual, technical and political challenge as a support point for the success of all students
title_full The challenge of building an alternative model for large-scale external learning assessment: a conceptual, technical and political challenge as a support point for the success of all students
title_fullStr The challenge of building an alternative model for large-scale external learning assessment: a conceptual, technical and political challenge as a support point for the success of all students
title_full_unstemmed The challenge of building an alternative model for large-scale external learning assessment: a conceptual, technical and political challenge as a support point for the success of all students
title_sort The challenge of building an alternative model for large-scale external learning assessment: a conceptual, technical and political challenge as a support point for the success of all students
author Brassaroto do Amaral, Michelly Francini
author_facet Brassaroto do Amaral, Michelly Francini
Alavarse, Ocimar Munhoz
Silva, Fernando Augusto
author_role author
author2 Alavarse, Ocimar Munhoz
Silva, Fernando Augusto
author2_role author
author
dc.contributor.author.fl_str_mv Brassaroto do Amaral, Michelly Francini
Alavarse, Ocimar Munhoz
Silva, Fernando Augusto
dc.subject.por.fl_str_mv Avaliação da aprendizagem. Avaliação externa. Política educacional.
learning assessment; external evaluation; educational politics
evaluación del aprendizaje; evaluación externa; política educativa
topic Avaliação da aprendizagem. Avaliação externa. Política educacional.
learning assessment; external evaluation; educational politics
evaluación del aprendizaje; evaluación externa; política educativa
description In this article, we start from the recognition of centrality as the large-scale external assessments of learning assumed in educational policies in the last decades and are problematized in a relationship with a generic denomination of external evaluation, which are used in some cases and, in others, it's not about evaluating learning. Then, limitations in the relationship with the current model are pointed out, mainly with regard to the involvement of teachers and elements that monitor or compose an external evaluation model of learning associated with teacher training in educational evaluation, highlighting as theories in evaluation validity and democratic evaluation. Finally, reports are presented of an experience in Mozambique similar to the proposed alternative model, with an appreciation of the conception, conditions and resources that an evaluation of learning, external or internal, should use as a support point for the success of all students. Keywords: learning assessment; external evaluation; educational politics
publishDate 2020
dc.date.none.fl_str_mv 2020-08-09
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10.5212/OlharProfr.v.23.2020.15616.209209225971.0530
url https://revistas.uepg.br/index.php/olhardeprofessor/article/view/15616
identifier_str_mv 10.5212/OlharProfr.v.23.2020.15616.209209225971.0530
dc.language.iso.fl_str_mv por
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dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/olhardeprofessor/article/view/15616/209209213523
https://revistas.uepg.br/index.php/olhardeprofessor/article/view/15616/209209215857
https://revistas.uepg.br/index.php/olhardeprofessor/article/view/15616/209209215858
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dc.publisher.none.fl_str_mv Editora UEPG
publisher.none.fl_str_mv Editora UEPG
dc.source.none.fl_str_mv Olhar de Professor; Bd. 23 (2020): Publicação Contínua; 1-18
Olhar de Professor; Vol. 23 (2020): Publicação Contínua; 1-18
Olhar de Professor; Vol. 23 (2020): Publicação Contínua; 1-18
Olhar de Professor; Vol. 23 (2020): Publicação Contínua; 1-18
Olhar de Professor; v. 23 (2020): Publicação Contínua; 1-18
1984-0187
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instname:Universidade Estadual de Ponta Grossa (UEPG)
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reponame_str Olhar de Professor (Online)
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