Resumo

WERNER DA ROSA, Cleci; DARROZ, Luiz Marcelo  e  EDSON MARCANTE, Tomas. A avaliação no ensino de Física: práticas e concepções dos professores. Rev. electrón. investig. educ. cienc. [online]. 2012, vol.7, n.2, pp.41-53. ISSN 1850-6666.

This paper discusses the learning evaluation process in school, holding to the context of the discipline of Physics in high school. By analyzing the conceptions of learning assessment in schools, through bibliographic research, this study presents the meanings that the assessment act results in social life and how those are used within the evaluation proposal in schools, explaining different ways of designing and carrying out the evaluation of students. In this way of thinking, looking to the discipline of Physics in high school realities, field research was realized with ten educators from public schools, when they were asked about the proposal for the evaluation that each teacher uses to work in their discipline in high school classes. As a result, the analysis made it clear that the concept of evaluation of learning that prevails in Physics classes in high school still is based in a summative perspective, having the grades and quantitative aspects of the main assumptions of the assessment act as the prevalent verification on the evaluation of learning. Thus, the learning assessment inside the context still refers to the idea that evaluation is a finite act that ends when a grade is given to the student, completely disengaged from the learning process.

Palavras-chave : Education; Evaluation of learning; Physics; High school.

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