LEARNING ASSESSMENT: UPDATE METHODOLOGY AND PURPOSE TO AVOID FAILURE

Abstract

Evaluating learning has always been one of the school's many responsibilities, since the knowledge constructed by children requires teacher mediation to validate what was obtained along the way. This article raises the discussion of the following question: What should be assessed at the end of an academic career? To address these questions, it was essential to move between various conceptualizations and types of evaluations, using a bibliographical research methodology, consulting articles, theses and dissertations, and also through empirical means. The research led us to the following theorists, namely: PERRENOUD (1999), BARLOW (2006), HOFFMANN (2001,2011), LUCKESI (2018), LIBÂNEO (1994). The readings were essential not only for carrying out the work, but also for a broader understanding of the topic. It was clear that evaluating learning and development of children and adolescents, assimilation of content, progress in interpersonal relationships, speaking, reading and writing is still a challenge for Brazilian schools; It is necessary to place the evaluation on a level of relevance and not just of method. It was concluded that there is a resistance to broadening horizons on what is important to be evaluated. Evaluate yourself to collaborate with other disciplines in leveraging the processes that are generated in a school, and not to be an obstacle to the development of people and structures.