DIAGNOSTIC ASSESSMENT AS A RESOURCE FOR IMPROVING THE QUALITY OF EDUCATION

Abstract

External evaluations and the pursuit of high scores on scales that measure the quality of education become the Achilles' heel of the schools being evaluated. The reach and relentless pursuit of results and growth on the scales of external evaluations are a cause for much concern, constant re-evaluation of pedagogical practices, and changes in attitudes and methods in an attempt to achieve the desired results. Therefore, this research aims to recognize diagnostic assessment as a support and guiding instrument in directing the paths to be followed within a perspective of raising scores and results in external evaluations. To this end, a bibliographic and literary study was carried out, with a theoretical basis supported by Luckesi (2013), Perrenoud (1999), Hoffmann (2009), among others, which corroborates the thesis that diagnostic assessment needs to be understood as a basis for decision-making. It is possible to affirm, supported by the literature, that diagnostic assessment becomes a guiding instrument when it comes to decision-making. Thus, it is possible for the school to (re)organize itself, adjust paths and directions, using the results obtained by the diagnostic assessment as a guiding basis.