Abstract

FERNANDES, Domingos. Para uma teoria da avaliação no domínio das aprendizagens. Est. Aval. Educ. [online]. 2008, vol.19, n.41, pp.347-372. ISSN 0103-6831.

Constructing an evaluation theory in the domain of student learning demands an effort in systematizing, clarifying, identifying and understanding its essential elements and the relationships between them. It will not be easy to support, transform and develop evaluation practices without a theory that can insert them from an epistemological, ontological and methodological perspective. Changing and improving evaluation practices implies making their meaning clear to the different participants and especially to teachers and researchers. The main objective of this article is to discuss the following critical issues in the process of a theoretical construction of evaluation in the domain of different kinds of learning: a) integrating and/or articulating the founding concepts of the most influential theoretical traditions in the literature (French and Anglo-Saxon); b) conceptualizing alternative formative evaluation, integrating the contributions of different theoretical traditions, whose main purpose is to improve learning; and c) the relationships between summative evaluation and alternative formative evaluation. The article puts forward a set of reflections and conclusions which suggest some development perspectives in the theoretical construction of evaluation in the domain of student learning.

Keywords : Theory of Education; Learning Evaluation; Education Assessment; Teaching Practice; Student Assessment.

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