Resumo

BROCANELLI, Cláudio Roberto; SABIA, Claúdia Pereira de Pádua  e  DATILO, Gilsenir Maria Prevelato de Almeida. The teacher’s (un)knowledge of assessment and the School Development Plan. Rev. Comunic [online]. 2014, vol.21, n.2, pp.17-32. ISSN 2238-121X.  https://doi.org/10.15600/2238-121X/comunicacoes.v21n2p17-32.

This paper is part of an extension project titled “The implementation of the School Development Plan in public schools of São Paulo: contradictions and implications for the educational management practice”. The School Development Plan is a program supported by the Ministry of Education through the National Fund for Education Development. Since 2010, it has been directed to state and local public schools that have not reached the goals set by the Basic Education Development Index. This research has been conducted in four public schools of an inner city of São Paulo since April 2011, in which the School Development Plan is being implemented. The objective of this study is to analyze the teachers’ concepts of learning assessment and identify the instruments used for such assessment and when they are used. The research made use of a qualitative approach. The study is based on literature review and data collected through questionnaires completed by teachers. We consider the importance of teachers monitoring the whole teaching and learning process and not only the results. However, public policies stimulate final results; thus, the study points out that teachers perform a checking, not an assessment, since there is no decision making. It is crucial to join quantity and quality when performing an assessment that diagnoses and values students and their effective learning.

Palavras-chave : Assessment of Learning; Design Evaluation; Scale Assessment; School Development Plan; Education.

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