Avaliação: um desafio aos professores das séries finais do ensino fundamental

Abstract

The present study has as thematic investigate and know the means and tools that permeate the practice of the teacher in daily classroom, specifically in the 7th year of elementary school in an educational institution located in the northwestern region of Paraná. This is a survey of theoretical- practical, guided in conducting a literature search that provided the theoretical foundation through the acquisition of theoretical support regarding the use of formative assessment in the teaching and learning process and based in practical experimentation in everyday school life. We assume that the evaluation can be performed continuously, procedural and formative way, making use of various evaluation instruments in order to achieve the proposed planning teacher. The work was performed on the day of class; there was the recognition of classes and proper clarifications and explanations for all involved: students and teachers. Parallel searches were made in city libraries. After this first contact introduction and recognition of all a survey was applied through questions explored through interviews and dialogues. The study pointed out that formative assessment should be prioritized in the school routine, especially in the upper grades of elementary school, because students do not trust when the teacher talks to take note is not important, what is important is learning. It was also observed that many teachers are still rooted in their educational practice with traditional models to assess, predominantly summative evaluation. Although many studies have worry about the theme, the search is still latent identifying and overcoming the difficulties in the evaluation process.