Resumo

GALVAO, Elaine Cristina  e  SOUZA, Nadia Aparecida de. Commitment in formative evaluation of learning in chemistry. Roteiro. UNOESC [online]. 2016, vol.41, n.2, pp.379-406. ISSN 2177-6059.  https://doi.org/10.18593/r.v41i2.9609.

With this qualitative research it was aimed to map and analyze formative assessment practices marked by commitment, stopping at the potential relations to be established between them and the in way to approach the error, by Chemistry teachers. Three teachers from different institutions that make up the State Public Network in Londrina, PR participated. The data, collected through observation and semistructured interviews, were subjected to thematic content analysis. The results revealed that teachers perform formative assessment practices, attempting to know the strategy undertaken by the student to, by, the rebuilding of the school, help him advance in the knowledge construction process, as that well as the error came to be understood as an essential element to the teaching and learning process, being the source of reflections and discoveries.

Palavras-chave : Teacher Action; Assessment of Learning; Chemistry Teaching; Error; Peda gogical Intervention.

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