Resumo

GARCIA, Paulo Sérgio; FAZIO, Xavier; PANIZZON, Debra  e  BIZZO, Nelio. Australia, Brazil and Canada: the impact of assessment on science teaching. Est. Aval. Educ. [online]. 2018, vol.29, n.70, pp.188-221. ISSN 1984-932X.  https://doi.org/10.18222/eae.v0ix.4824.

The global testing culture has expanded rapidly in recent decades. In these assessments, the most commonly tested areas are those of Language and Mathematics (LM). The focus and accountability policies have brought consequences for the teaching of the sciences. Based on recently published research, the present study gathers evidence collected in Brazil, Canada and Australia in order to understand the implications of these policies for the teaching of the sciences. The results showed that both the culture of testing, with its emphasis on LM, and accountability policies have generated a disregard and neglect of science teaching. This situation is caused mainly by the education systems and the school managers who create initiatives, actions and projects aimed at achieving LM results and targets.

Palavras-chave : Science Teaching; Tests; Educational Policies; Accountability.

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