Learning assessment: a review of concepts and instruments for assessing learning from basic to higher education

• Autor(a) principal: Oliveira, Natalia Mota
• Data de Publicação: 2021
• Outros Autores: Banin, Edna Sakon, Bridi, Jamile Cristina Ajub, Oliveira, Luciana Schreiner de, Tocha, Neusa Nogas
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Actio (Curitiba)
• Texto Completo: https://periodicos.utfpr.edu.br/actio/article/view/14475
• topic: 7.08.04.04-4 Avaliação da aprendizagem; Avaliação da aprendizagem; Avaliação formativa; Resultados de aprendizagem; Learning assessment; Formative assessment; Learning outcomes

The assessment of mathematics learning has been the subject of studies for many teachers who are uncomfortable with the classifying perspective that has long guided assessments in different levels of education. Institutionalized assessments bring important quantitative data for recognition and studies on the educational reality presented by them. This information is not generally regarded for theoretical reflection, but used only to indicate classification or selection in the educational setting. Searching for ways to enhance teaching and learning through results is one of the goals of most education professionals. In this sense, questions arise such as "How to assess mathematical learning?" and “What are the theoretical conceptions about assessments?”. Therefore, seeking to contribute to these discussions, a study is proposed to search for ways to consistently assess learning outcomes in mathematics. Among them stand out theorists such as Scallon and Biggs and the rubric evaluation criteria.