Resumo

ALFREDO, Francisco Caloia  e  TORTELLA, Jussara Cristina Barboza. Avaliação da aprendizagem: concepções e prática na formação de professores em Angola. Est. Aval. Educ. [online]. 2013, vol.24, n.55, pp.246-271. ISSN 0103-6831.

This article presents the results of a study which aimed to understand the operation of formative assessment in the evaluation policy of teacher training in Angola. Data was collected through surveys responded by teachers and students, and five semi-standardized interviews. The data were analyzed by content categories and tables, and discussed according to a quantitative and qualitative approach. Results reveal that large classes and lack of working conditions hinder the evaluation practice of teachers; participants are disadvantaged in the evaluation policy which gives more weight (60%) to the final test of the school year and lower weight (40%) to the results of the assessments which occur during the training. Teachers and students are favorable to a formative assessment that is always classificatory. It appears that the evaluation model is strongly classificatory in all forms of assessment. The configuration of the evaluation policy needs to be reviewed, and there is a need to develop ongoing training in the assessment of learning.

Palavras-chave : Teacher Education; Formative Evaluation; Angola.

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