Resumo

BONESI, Patrícia Góis  e  SOUZA, Nadia Aparecida De. Fatores que dificultam a transformação da avaliação na escola. Est. Aval. Educ. [online]. 2006, vol.17, n.34, pp.129-154. ISSN 0103-6831.

This paper aims at identifying the factors that make assessment difficult inside schools. A close analysis of the data collected followed by a confrontation with the theoretical framework, showed that teachers: a) encounter great difficulty in differentiating between learning evaluation and the procedures of testing and measuring, which turns the evaluation process into a static and hindering moment of the teaching-learning process; b) find it difficult to understand learning evaluation from a diagnostic-formative perspective, rather they restrict it to a classifying and sentential practice, with hardly any contribution to a student´s continuous progression in his appropriation of knowledge; c) find it extremely difficult to act collectively, showing respect for students´ individualities and gearing their own pedagogical actions and interventions according to their students´ needs and difficulties; d) need to tap deeper into the topic´s theoretical framework so as to come up with better manners of evaluation, making assessment a more participative and dynamic process.

Palavras-chave : Learning Assessment; Pedagogical Practice; Teacher Training.

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