Abstract

SUASSUNA, Lívia  and  BEZERRA, Michelle Batista. Avaliação da produção escrita e desenvolvimento de sequências didáticas. Est. Aval. Educ. [online]. 2010, vol.21, n.47, pp.611-628. ISSN 0103-6831.

By making use of a discursive and theoretical perspective of language, this paper sets out to analyze if and how primary school teachers undertake the process of pedagogical assessment in order to choose the contents and methodologies to organize didactic sequences. The corpus of this research focused on a primary school class (8th grade) in the city of Recife, Pernambuco. Descriptive records of the Portuguese classes were used to collect the data. The results showed that the lady teacher observed does not plan her classes based on her pupils' difficulties and therefore does not turn assessment into a process for re-orienting her pedagogical practice and for promoting learning.

Keywords : Learning Assessment; Writing; Educational Assessment; Portuguese Language.

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