Abstract

MOREIRA, Simone Araujo  and  RANGEL, Mary. Correction as an evaluative process: different perceptions in dialogue. Est. Aval. Educ. [online]. 2015, vol.26, n.62, pp.520-540. ISSN 0103-6831.  https://doi.org/10.18222/eae266202764.

The main purpose of this study is to problematize the perceptions that teachers and students have of the objectives of the practice of correcting exercises in students' notebooks in elementary school I. It is, therefore, based on a theoretical framework that reconciles studies in the fields of instruction and evaluation, in order to understand the relationships between feedback and regulation of students' learning. From this perspective, it was also relevant to reflect on the articulation between knowledge repeated or constructed by teachers. In addition to presenting forms and conceptions of empirical origins, these issues were problematized as practices that demand more thorough theoretical revision and analysis. Therefore, this deals with an investigation that allows interpretation, understanding, questioning and suggestion of new paths to a practice of correction for the purpose of formative evaluation.

Keywords : Learning Evaluation; Formative Evaluation; Teaching-Learning Process; Didatics.

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