Currículo e Avaliação:um estudo dos pareceres descritivos de avaliação de aprendizagem de uma escola pública do município de Erechim

Abstract

This paper presents and discusses the results of an investigation on the descriptive feedback of learning assessment of the first two years of elementary school of nine years at a public school in the city of Erechim. The learning assessment is still little discussed within schools, even though it is of great importance to students and to the educational institution. The assessment should cover all areas of knowledge, since it helps detect difficulties in students´ knowledge acquisition; besides being a way for the teacher to review whether the methodology used was able to meet the objectives to be achieved. Within a qualitative approach, we analysed twenty (20) descriptive feedbacks: five (5) of a first-year class, five (5) from other first-year class and ten (10) from a second-year class. Then, we considered whether the three types of content: attitudinal, procedural and conceptual are taken into account at the time of assessment recording, seeking elements contained in the teachers´ descriptions and detecting possible failures in the knowledge learned by students. The results show that the descriptive feedbacks have almost exclusively behavioral concepts, namely attitudinal contents, especially in the two first-year classes. Through the descriptive feedback analysis we found out that teachers are mainly assessing two areas of knowledge: Portuguese and Mathematics. Considering the pursuit of quality assessment, we detected lack of a sequence of ideas, repetition of phrases and even the same descriptive feedback to many students. The results show the importance of debates on descriptive feedback of learning assessment in schools.