PrÃticas avaliativas no ensino mÃdio: estudo de caso de uma escola pÃblica do Distrito Federal

AUTOR(ES)
DATA DE PUBLICAÇÃO

2004

RESUMO

The aim of this study is to analyze the effects of the assessment practices adopted in a public high school in the Federal District of Brazil, in the light of the principles and assessment guidelines adopted by the State Office of Education (SEDF). With a view to overcoming the distortions in the traditional assessment process, these guidelines favor a concept of learning through development of competencies and abilities by area of knowledge. A change in assessment practices is seen as indispensable, taking into account the student s sociocultural context. The sample consisted of two classrooms at each grade level, for a total of 274 students and 68 teachers from the different subject areas. Another research aim was to verify the representations held by the various stakeholders in the school (students, teachers, coordinator and principal), regarding the steps of assessment; they were asked to express their ideas on assessment. The methodology was predominantly quantitative, although information was included that required analysis of a qualitative nature. The data were gathered using questionnaires applied to teachers and students, with closed and open questions; semi-structured interviews were also conducted with the principal, the educational counselor and the pedagogical coordinator. Statistical data analysis was conducted using the Statistical Package for the Social Sciences (SPSS). The results confirm the acceptance on the part of the students of the assessment methods ordained by the SEDF, but a unanimous refusal by the teachers to adopt them. The latter allege that there are difficulties involved in student assessment employing such criteria, which determine that 30% of the grade is to be derived from test scores (the quantitative part) and 70% by assignments and classroom observation (the qualitative part). They identify these difficulties as being related to the excessive number of students per classroom, the lack of adequate training in assessment procedures provided by the institution, and the ease with which students attain the required grade for approval (5, on a scale of 10). This is said to increase the lack of classroom discipline. Although the teachers do believe that assessment is not just quantitative, and that other dimensions should be observed, such as the diagnostic, continual process, cumulative and participatory dimensions, a large majority still identify assessment with grades. Thus, in the teachers view, it is impossible to apply the guidelines adopted by the office of education within the context of the public school under study, if working with differences implies planning and conducting learning in such a way as to adapt pedagogical practice to the needs and bio-psycho-social characteristics of each student.

ASSUNTO(S)

ensino-aprendizagem ensino aprendizagem e prÃticas avaliativas teachers, secondary school, teaching-learning and assessment practices ensino mÃdio professores

ACESSO AO ARTIGO

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