Articulação da avaliação somativa com avaliação formativa em aulas de matemática

Abstract

This research discusses a possible articulation of formative assessment with summative assessment. The discussion was developed through the presentation of theoretical aspects about formative assessment and summative assessment for a conceptual clarification. Based on this clarification, three practical experiences were developed: Two­Phase Test, applied to a second­year high school class from a private school in Londrina­PR; Group Test, also applied in the second year of high school class at an indigenous school in Ortigueira­PR, and the Take­Home Test, applied in the third year of high school class at a state school in Londrina­PR. The results, qualitative from an interpretive analysis, show that an articulation of summative assessment with formative assessment can be a way for school assessment to subsidize the learning processes, it can bring more training actions to the classroom floor and signify the sum in a manner pertinent to learning. Through the experiments analyzed in the light of the theoretical aspects presented and guided by elements of an evaluation process: Feedback, Analysis of Written Production, Device and Regulation, the formative and summative evaluation were articulated in a common purpose: learning. Some actions were considered important to favor and strengthen this process so that more training actions are present in the classroom: research and negotiation, combined with the practice of feedback, and Analysis of written production. The Educational Product resulting from the research is a theoretical text that contains a proposal for an evaluative context based on a possible articulation of summative and formative assessment, so that school assessment is increasingly at the service of learning and favoring more democratic and less unfair school systems .