A valiação is an integral part of the ensino / learning process and the ganhou na atualidade de espaço muito we follow the ensino processes. It required technical preparation and a large capacity for observing two professionals involved.
Segundo Perrenoud (1999), to the evaluation of the apprenticeship, not the new paradigm, is a mediator process in the construction of the curriculum and is closely related to the management of the apprenticeship for two years.
In the appraisal of the apprentice, or professor, I should not allow the results of the periodic tests, generally of a classificatory nature, to be overvalued to the detriment of their daily observations, of a diagnostic nature.
O professor, who works with an interactive dynamic, the year, the year of all or the year, gives participation and productivity of each one. It is necessary to make it clear that you submit a formality of the school system. As, in general, a formal assessment is dated and obligatory, there must be many cares in its elaboration and application.
one. Introduction
A valuation, as conceived and experienced in the majority of Brazilian schools, has been constituted as the main support mechanism for the logic of the organization of school work and, therefore, legitimizing the failure, occupying a central role or relationships that establish themselves as professionals. da educação, alunos e pais.
The assessment methods are used, they are not relevant, they are not part of the pedagogical practices applied to the process of teaching and learning. Validate, in this context, it is not summarized in the mechanics of the formal and statistic council; It is not simply to attribute notes, obligations to decision of advance or retention in certain disciplines.
For Oliveira (2003), we must represent the evaluations of those instruments that are essential to verifying the learning that has been effectively carried out at the same time, at the same time that it is subsidized by the teacher, directing or making an effort not the process of teaching and learning in order to contemplate the pedagogical approach to the most relevant teaching method adapted to discipline
- mas não somente -, to the extent that it considers, also, or a socio-political context not which or group is inserted in the individual conditions of someone, whenever possible.
The appraisal of the apprenticeship enables the decision to be made at the time of the qualification of teaching, thus informing the development and the need for constant regulations.
two. Origin of assessment
Avaliar vem do latim a + valere, which means to attribute value and merit to the object in study. Therefore, to endorse and attribute a value judgment on the property of a process for the award of the quality of its result, For this reason, the process of evaluation of the process of learning / learning has been guided by the logic of measurement, is, is, is associated with, or is to “measure” the knowledge acquired by some.
A valiação tem estudada since o início do século XX, porém, Segundo Caro apud Goldberg & Souza (1982), since 1897 there have been two accounts by JM Rice on an avaliative investigation used to establish a relationship between the time of treinamento eo rendimento em spelling, revealing that a large phase in exercises does not necessarily lead to a good performance.
For the first decades of this school, according to Borba & Ferri (1997), they were marked by the development of standardized tests to measure the skills and abilities of two and a few, mainly from the United States, by Robert Thorndike.
At that time, the evaluative investigations turned particularly to the measurement of changes in human behavior. Caro apud Goldberg & Souza (1982) points out various research carried out in the 1920s to measure the effects of programs in various areas on or behavior of people.
Eram carried out experiments related to the productivity and morality of two operatives, to the effectiveness of public health programs, to the influence of university experimental programs on the personality and attitudes of two some, etc.
In appraisal of the apprenticeship of its principles and characteristics not in the field of Psychology, it was the first decades of the 20th century that marked the development of standardized tests to measure the skills and abilities of two years.
A valiação é uma descriptive and informative operation that we undertake, formativa na intentção that lhe presides and independent face à classificação. From a more vast scope and a richer content, to an assessment that constitutes an indispensible operation in any school system.
Having always, no process of teaching / learning, a path to follow between a starting point and a checkpoint, naturally that it is necessary to verify whether or not it is going to be in the direction of the goal, some will stop by not knowing or walking for terem poisoned by a wrong deviation.
It is this information, on the progress of groups and of each two members, which in evaluation tries to collect and that it is necessary for teachers and some.
A valiação unbelievable that conhecimentos, attitudes ou aptidões that some will acquire, ou seja, which objectives do not show atingiram num certain point of percussion and what difficulties it is to reveal relatively to others.
This information is necessary for the professor to procure the least strategies that will help some of them to solve these difficulties and it will take some years to get to know them (we cannot clearly identify their own difficulties in the field that they are unfamiliar with) and will attempt ultrapasses. with the help of a teacher and with their own efforts. For isso, to avaliação tem uma intenção formativa.
A valuation also provides support to a process to decorate, contributing to obtaining products or learning results.
As evaluations to which the teacher proceeds are included in three great types: diagnostic, formative and somatic evaluation.
3 - evolution of assessment
From the beginning of the 20th century, we have seen less than four generations going through hair, according to Guba and Lincoln, apud Firme (1994). São elas: measuração, descriptiva, julgamento e negociação.
3.1 - Measurement - did not distinguish assessment and measure. In this phase, two scholars were concerned with the elaboration of instruments or tests for verification of school performance. The evaluator's role was, therefore, eminently technical and, in this sense, tests and exams were indispensible in classifying some to determine their progress.
3.2 - Descritiva - ESSA surgiu geração entendimento melhor em seeking da avaliação do target. According to the scholars, the previous generation only offers information about one or the other.
They must be obtained given two objectives on the part of two some involved in the school programs, it being necessary to disagree or what would be a success or difficulty with regard to the established objectives.
This sense or evaluator was much more concentrated on discounting standards and criteria. Foi nessa phase that emerged or thermo "educational assessment".
3.3 - Julgamento - the third question is the standardized tests of reductionism and the simplistic notion of assessment as a synonym of measure; tinha as a major concern or julgamento.
This sense, or assuming endorsement or role of juiz, incorporating, contudo, or that had been preserved of fundamental das gerações previous, in terms of measurement and description.
Assim, or judgment passed to be a crucial element of the evaluative process, so it was not only important to measure and to disagree, it was necessary to judge on or set of all the dimensions of the object, including on its own objectives.
3.4 - Negotiation - In this geração, an assessment and an interactive, negotiated process that is based on a construction paradigm. For Guba e Lincoln apud Firme (1994) it is a responsive way of approaching the constructive mode of fazer.
A responliação é responsive because, differently from the previous alternatives that initially started from various, objectives, types of decision and others, it is situated and develops from concerns, Proposals or controversies related to the objective of the evaluation, indicate the program, project, course or other focus of attention. It is the constructionist in place of the scientific model, which is characterized, in a general way, by the most prestigious evaluations in this school.
In this sense, Souza (1993) says that at the end of the assessment, according to the fourth generation, it provides, about the pedagogical process, information that allows school agents to decide on the interventions and redirections that are necessary in the educational project, defined collectively, and committed to the guarantee of learning from someone. Become, therefore, a referential and support instrument for the definitions of a pedagogical, administrative and structural nature, which is concretized by means of private and cooperative relationships.
4 - functions of the assessment process
As funções da avaliação são: of diagnosis, verification and appreciation.
4.1 - Diagnostic function - A first approach, according to Miras e Solé (1996, p. 381), contemplated by the diagnostic evaluation (or initial), which provides information about the capabilities of someone before starting a process of teaching / apprenticeagem, ou ainda, 2nd Bloom, Hastings and Madaus (1975), seeks to determine the presence or absence of skills and prerequisites, as well as to identify the causes of repeated difficulties in learning.
A diagnostic assessment aims to find out from a point of view some new learners that they are going to be proposals and previous learners that serve as a basis for them, no sense of obviating future difficulties and, in certain cases, of solving present situations.
4.2 - Formative function - A second function to a formative assessment that, according to Haydt (1995, p. 17), allows us to verify that some of them are, by definition, achieving the intended objectives, verifying compatibility between these objectives and the results effectively achieved during or unfolding of proposed activities.
Represents or main means through which or student passes to make his mistakes and successes, assim, greatest stimulus for a systematic study two contents.
Another outstanding aspect of the author is the guidance provided by this type of assessment, both as a student and as a teacher, mainly through feedback mechanisms.
These mechanisms allow the teacher to detect and identify deficiencies in the way of teaching, making it possible to reformulate not his didactic work, aiming at perfection.
For Bloom, Hastings and Madaus (1975), a formative assessment aims to inform the teacher or someone about the performance of the learner, not to decorate the school activities and the location of the deficiencies in the organization to make possible the correction and recovery.
A formative evaluation aims to determine at the end of the year a long time of a unit of ensino, no sense of identifying difficulties and of giving solutions.
4.3 - Função somativa - Tem as objective, second Miras e Solé (1996, p. 378) to determine or grau de domínio do aluno em uma area of learningagem, or that allows to issue a qualification that, for its time, can be used as a signal of credibility of the learning carried out.
It can also be called a credit function. It is also the purpose of classifying some of them at the end of a learning period, according to how they are used.
A somative evaluation aims to evaluate the progress made by a non-final student of a learning unit, no sense of acquiring results obtained by evaluations of a formative type and obtaining indicators that allow for the improvement or process of teaching. It corresponds to a final balance, to an overall vision relatively to everything about or what, I have attached, they have just been parcel land judges.
5 - objectives of the evaluation
Na visão de Miras e Solé (1996, p. 375), the objectives of the appraisal are traçados around two possibilities: issuance of “a judgment on a person, a phenomenon, a situation or an object, in function of different criteria”, and “obtaining information you use to make some decision”.
For Nérici (1977), the evaluation is a stage of a major procedure that would include a prior verification. In assessment, for this author, it is the assessment process, appreciation, assessment or appreciation of what the student revealed during the study or development period of the teaching / learning process.
According to Bloom, Hastings and Madaus (1975), the assessment can be considered as a method of acquiring and processing the evidence necessary to improve or teach the apprenticeship, including a large variety of evidence that is the usual exam of 'paper and pencil'.
It is also an aid to classify the significant objectives and educational goals, a process to determine to what extent some are developing two desired modes, a quality control system, which can be determined stage by stage of the teaching / learning process., to effetividade ou não do processo e, in the negative case, that changes must become ugly to guarantee their effetividade.
6 - traditional model of assessment versus more adequate model
Gadotti (1990) says that an assessment is essential to education, inerente and indissociável enquanto conceived as problematização, questionamento, reflexão, sobre a ação.
It is understood that I could not die in an assessment. It is necessary for us to reflect, question and transform us here.
O myth gives an assessment of its historical path, since its ghosts still appear as a form of control and authoritarianism by various generations. Accredit in a process of assessment more efficient and less than fulfill its didactic-pedagogical function of helping and teaching or teaching / learning.
The way Luckesi (2002) endorses it is crucial for the concretion of the educational project. He is the one who signals some years or who is a teacher who values it. The author, in Table 1, traces a comparison between a traditional conception of assessment and one more suited to contemporary objectives, relating to the implications of their adoration.
Table 1 - Comparison between the traditional concept of assessment with a more adequate
| Traditional model of assessment | Suitable model |
| Foco na promoção - o alvo dos alunos é a promoção. In the first classrooms, the rules of the hair are discussed which are the notes that will be obtained for the promotion of a series for another. Implicação - as notes are observed and recorded. It does not matter how the foram is obtained, neme by which process or which one. | Focus on apprenticeship - or when someone must be an apprentice as well as helpful and lavishly successful. Implication - In this context, in assessment it must be an aid to know what are the objectives, what are still missing and what are the interferences of the teacher that can be helped or aluno. |
| Focus nas provas - são used as an object of psychological pressão, on the pretext of serem um 'motivating element of the apprenticeship', following a suggestion of Comenius in his Didactics Magna raised not seculo XVII. It is common to see teachers using ameaças like «Estudem! Otherwise, you will be able to do badly not on a prova day! » ou «Fiquem still! Pay attention! Either day will you see it and you will see it or what will happen… » Implication - as they are used as a negative motivator. Some of you study the ameaça da prova, not the hair that a learner can learn from that is helpful and wonderful. Stimulates or develops the submissão e of habits of tense physical behavior (stress). | Foci nas competências - or development of the planned competências not educational project must be a goal in common between two professores. Implicação - to the endorsement of being subject to an object of certification of the achievement of objectives, but it also becomes necessary as a diagnostic tool and accompaniment of the learning process. Neste ponto, models that indicate steps for a progress in learning, such as Taxonomy two Educational Objectives of Benjamin Bloom, I help a lot to practice of assessment and guidance for two years. |
| The institutions of ensino are focused on the results of the tests and exams - they are concerned with the notes that they have shown two global years, for promotion or reproach. Implicação - or educational process remains hidden. A leitura das médias tends to be English (we are not looking for real reasons for discrepancies in certain disciplines). | Ensino educational institutions focused on the qualifications - Ensino educational institutions must be concerned with the present in the future of someone, especially with regard to their social inclusion (perception of the world, culture, entrepreneurship, interaction, positioning, criticism). Implicação - o focus da escola passa to be or result of its ensino para o aluno e não mais a medio do al na na escola. |
| The social system is content with the notes - the notes are sufficient for the statistical tables. Results within the normal range are only seen, not mattering to the quality of the parameters for obtaining it (except in the case of exams such as ENEM which, in a certain way, evaluate and «certify» the different groups of educational practices and educational establishments). Implicação - no warranty on any quality, please submit your results, plus these relative ones. Educational systems that break with this type of procedure are incompatible as other people, are marginalized and, for that matter, automatically pressured to act in the traditional way. | Social system concerned with the future - alert or ex-minister of Education, Cristóvam Buarque: "To find out what a Danish country will be like 20 years ago, you need to know how your public school is not present." This is a sign that the society has become concerned with the educational distance of Brazil as with two other countries. This is the way to revert or the frame of a "domesticating" education for "humanizing". Implicação - valorização da educação of effective results for or indivíduo. |
Adapted from Luckesi (2002)
Moving of paradigm, it creates a new avaliative culture, implying the participation of all involved in the educational process. This is corroborated by Benvenutti (2002), who added that the evaluation must be committed to the school and that it must contribute not to the construction of the character, to the awareness of the citizenship, passing on the production of knowledge, faking that somebody understands or world in which it lives, to usufruct it, more important than this one prepared to transform it.
7 - appraisal gives apprenticeship as a constructive process of um novo fazer
The process of conquering the hair of someone else is not a matter of endorsement. For Wachowicz & Romanowski (2002), it historically embodies what has evolved a lot, what works to reality, what is the most common practice in the institutions of teaching, and the record in the form of a note, this procedure that does not have the necessary conditions to reveal or apprenticeship process, dealing only with one accounting for two results.
When it is registered, in the form of a note, or the result obtained by someone, it is fragmented or the assessment process and a bureaucratization is introduced that leads to the loss of the meaning of the learning process.
This assessment has been recognized as a directive function, or seja, fear of being able to establish itself in the direction of the apprenticeship process, originates from this capacity of its pragmatic characteristic, to fragmentation and bureaucratization mentioned above, due to the dynamics of the process.
The registered data are only representative of the reality of the apprenticeship, so there are important consequences for a life of two years, for the organization of the school institution and for the professionalization of the teacher.
A description of the appraisal and apprenticeship could reveal all the events that will take place in the classroom. It was established, as described (and not prescribed), it would be a source of data from reality, since there was no prescribed link with the results.
A isenção advinda da necessidade to analyze an apprentice (e não julgá-la) would raise or professor some of them to find out or that he really happened during the process: he was a professor and some of them came to reveal the fates such as they really were, The assessment would be real, mainly discussed collectively.
However, as a matter of practice, the institutions have not found a way to make it possible for this regulation: the prescriptions supersede the descriptions and the imperative precepts as well as the observations.
As a consequence, this assumption does not allow or enhance the process of teaching and learning. And this is the great dilemma of appraisal of learning.
Or an understanding of the assessment, as being two hooks to the apprenticeship with one hair, we have been complaining about decades ago, since theories of school education have moved to what is not a field of cognition.
It is intended to be a change in the results evaluation for a process evaluation, indicating the possibility of carrying out the practice with the description and without the prescription of the apprenticeship.
8 - conclusion
A valiação is a most important part of everything or the process of teaching-learning. Bevenutti (2002) says that to endorse and mediate or process learning / learning, is to offer immediate recovery, to promote each human being, and to vibrate with each one in their slow or rapid progress.
Regarding the endorsement to remain imprisoned to a past pedagogy, the author says that to evasão will remain, eo educating, or cidadão, or povo continue to be a slave of a minority, which is considered to be an intellectual elite, turned to the values of the dictator, the result of A masked and oppressive democracy.
We certify that the great challenge to build new paths, Segundo Ramos (2001), is an assessment with criteria of reflective, connected, shared and autonomous understanding, not a process of learning / learning. In this way, we will be forming conscious, critical, creative, independent and solid citizens.
The new paradigms in education must be considered or qualitative, discovering that this is the totality of the educational process, This society reserves the right to school institutions or the power to confer grades and certificates that are allegedly attesting or conferring or the capacity of an individual, or that becomes immense to the responsibility of that endorsement.
Thinking of evaluation as approval or reprovation, on a note that it is very important, if it is distanced and related to learning situations.
Moving to nossa concepção is urgent and necessary. It is enough to break with established parents from the history of an unequal and elitist society.
In this sense, Perrenoud (1993) affirms that moving to avaliação means moving to school. Automatically, moving to practice gives assessment leads us to alter habitual practices, raising insecurities and anxieties in this obstacle that cannot be denied because it will envelop the entire school community.
These are the goals of education and transformation, we have no other alternative than to think together about a new way of evaluation. Break paradigms, move nossa concepção, move to practice, and build a new school.
