ASSESSMENT PRACTICES IN ELEMENTARY SCHOOL - EARLY YEARS: CONTRIBUTIONS TO STUDENT LEARNING PROCESS

Abstract

The study examined how the assessment practices employed by teachers in the early years of elementary school impact student learning. Employing a descriptive qualitative approach, the research was conducted in a school located in Gameleira, Pernambuco, Brazil, and involved three teachers from the early years of elementary education. The results revealed distinct conceptions among the participants: Teachers T1 and T3 understood assessment as a diagnostic and mediating process, while T2 adopted a traditional and classificatory perspective. Regarding continuous and qualitative assessment practices, T1 and T3 employed diagnostic and formative approaches, using systematic observations, descriptive records, and reflective feedback to monitor students’ progress, identify their needs, and promote meaningful learning. In contrast, T2 restricted her practice to standardized activities and the use of the textbook, reflecting a more traditional and summative perspective. Concerning alignment with the BNCC (Brazilian National Common Core Curriculum), T1 and T3 aligned their practices with the general competencies of the framework. The study also identified formative strategies such as diversified instruments, collaborative activities, and constructive feedback, which foster student protagonism and reflection. The study concludes that diversified assessment practices contribute to learning and holistic development, underscoring the need for ongoing teacher training to foster an assessment culture that prioritizes learning and enhances pedagogical practice.