Resumo

ELLIOT, Lígia Gomes; FONTANIVE, Nilma Santos  e  KLEIN, Ruben. A capacitação de professores em avaliação em sala de aula: um esboço de idéias e estratégias. Ensaio: aval. pol. públ. educ. [online]. 2003, vol.11, n.39, pp.141-152. ISSN 0104-4036.

The consolidation of large scale evaluations systems has to be followed up by the implementation of educational policies at federal, state and county levels. By and large, qualify of education has been the main target of these policies. Their implementation however depends upon teachers action inside classroom and upon the way they conduct students assessment. Teachers are known as the key element who is responsible for the improvement of classroom assessment and for using its results to benefit the teaching learning process. The results of students assessment answer to various stakeholders questions. For instance, schools need to know whether their can show a high level of achievement, mainly after an exam or an external evaluation. Teachers, by their side, need to confirm if their students had learned or not as well as to know how good they are when compared to other students results. Family, parents, and students themselves need to know how students are doing in relation to performance standards. School administrations, including the educational system, need to know how schools and their teachers are performing to get good assessment results. Thus, to perform adequate classroom assessment teachers will need to improve knowledge and practices about it. How to do it? The main purpose of this paper is to present and discuss some ideas and strategies related to the empowerment of teachers in classroom assessment.

Palavras-chave : Students' Assessment; Teachers' Training in Evaluation.

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