Abstract

RUY, Raquel Calil  and  SOUZA, Nadia Aparecida De. Avaliação Formativa no Ensino Fundamental II: possibilidades da atuação docente. Est. Aval. Educ. [online]. 2006, vol.17, n.35, pp.49-68. ISSN 0103-6831.

Formative assessment assumes using information collected by teachers to regulate current learning. Therefore, it brings along an understanding of an error´s teaching value. This paper aims at examining how formative assessment is being developed; this examination is based on an error approach and its consequent learning regulations. An ethnographic case study within a qualitative approach gears this research. The data was collected in a school in a neighborhood close to downtown Londrina, in the state of Paraná. Five teachers of Sciences, Geography and History in Basic School II participated in the research. Participant observation and semi-structured interviews were used in addition to a thorough study of the theoretical and documental material. The information obtained was grouped by meaning units and guided the establishment of analysis categories. The study of the data revealed that the teachers have been adopting formative assessment practices because they are committed to the student´s progress in current learning activities. Thus, error takes on a learning function, directing teacher´s work by pointing out problematic and unfinished aspects still present in the learning process.

Keywords : Learning Assessment; Constructive Error; Teacher Training.

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