MÉTODOS AVALIATIVOS NO PROCESSO DE ENSINO E APRENDIZAGE

uma revisão

Abstract

Coherence between what the professor teaches and how he assesses learning is the first factor to forward a good educational process. The student, in an assessment, should be encouraged to think, to look for new features, with the aim of reaching a common denominator and achieve knowledge, being that the teacher is an essential part in the evaluation. Thus the goal of this work is to identify and characterize the methods avaliativos involved in the process of education – a learning disability. A good process avaliativo depends on three main types of assessment, being them: pre-natal, which is made when the student comes to school, usually at the beginning of a course, academic period or teaching unit, and can be done individually or together; the training, which allows you to adjust the process of teaching learning, detecting fragile points of each student and responding to the characteristics of each one of them, may be performed periodically and daily, when reviewing specifications, homework and participation; and somativa, a decision which takes into account the sum of one or more results and may be based on a single exam and may be used in data obtained in formative assessment as a way of results. It appears then, the relevance of the methods avaliativos over an educational process, as well as its contribution to the learning of education – learning. Therefore evaluation should not be seen only as a proof with open and closed issues or as a moment of tension and trial vista by students, but rather as a moment of analysis and feedback of lessons learned purchased.