Resumo

NOVAES, Adelina de Oliveira. Teacher performance assessment: a formative experience for students and teachers. Est. Aval. Educ. [online]. 2011, vol.22, n.48, pp.11-28. ISSN 0103-6831.

This article presents and discusses a successful experience of formative assessment within the higher education context. By inverting the traditional position of the teacher-evaluator and the student-evaluated, it addresses students' assessment of teacher's performance as a formative experience for both. 1he evaluative project has been under development for about three years at a law school of the city of São Paulo, and resorts to three distinct methods: collective reflexive interview, questionnaire, and legitimization (re-signiflcation) of results. 1he experience has shown to be valuable for educators and students, who, besides participating actively in reflections about the college, can make choices in their academic paths based on the assessments made. Although this study highlights the importance of student participation, it is possible to infer from it that teacher performance assessment should not be performed exclusively by students’ rather it should be combined with assessment by peers, with the teacher's self-assessment and with the assessment of other types of teaching activity not exclusively related to classroom situations.

Palavras-chave : Teacher Performance Assessment; Formative Assessment; Higher Education; Teachers.

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