Percepções sobre avaliação de educadoras dos anos iniciais do ensino fundamental: um estudo sobre o CAp-UERJ

Abstract

This thesis addresses the assessment subject area, having in-classroom evaluations as focal points. This research aimed to understand CAp-UERJ elementary school third grade teachers’ views on the educational assessment carried out in their classes. The study sought to answer how teachers deal with assessment in their everyday practices; how feedback on learning is given; and whether the teachers give room for the students to regulate their learning. To accomplish this study, a conceptual reference framework was established based on the analysis of theses, articles and books about assessment. Such process was potent to the organization of the concepts involved and guided the formulation of the research tools. Therefore, interviews and questionnaires with five teachers in charge of the elementary school third grade in 2020 term were carried out. Following the interview, the questionnaire contributed to the analysis of the teacher’s profile, highlighting the significance of academic qualification as well as the relationship among teaching, research and postgraduate as propellers of thinking and researching on teacher’s practice. In addition, CAp-UERJ’s publicly accessible documents regarding assessment were analyzed. The research findings demonstrate that the teachers seek to develop evaluations with formative features, resorting to feedback, providing learning regulating times, giving opportunity to debate assessment criteria with the students, making use of several evaluation tools as well as giving room to both collective and individual knowledge elaboration. In addition to the initially established categories, some aspects connected to assessment and issues related to social inequality, student’s attitude and planning were also observed.