<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0103-6831</journal-id>
<journal-title><![CDATA[Estudos em Avaliação Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Est. Aval. Educ.]]></abbrev-journal-title>
<issn>0103-6831</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0103-68312011000200002</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Avaliar para aprender: a construção de uma realidade]]></article-title>
<article-title xml:lang="es"><![CDATA[Evaluar para aprender: la construcción de una realidad]]></article-title>
<article-title xml:lang="en"><![CDATA[Assessment for learning: building a reality]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Punhagui]]></surname>
<given-names><![CDATA[Giovana Chimentâo]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Nadia Aparecida de]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A02">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2011</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2011</year>
</pub-date>
<volume>22</volume>
<numero>49</numero>
<fpage>209</fpage>
<lpage>231</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0103-68312011000200002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0103-68312011000200002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0103-68312011000200002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O trabalho apresenta a análise das práticas avaliativas do Certificado em Ensino de Língua Inglesa para Adultos (Celta), com o objetivo de compreendê-las como conjunto de ações compromissadas com a avaliação formativa, confrontando-as com as proposições teóricas. Utiliza a abordagem qualitativa como metodologia para o desenvolvimento da pesquisa, sendo o relato de experiência a tipologia adotada. Analisa as práticas formativas sob a luz do referencial teórico e, a partir deste, por fim, aponta aprendizagens e tece sugestões/contribuições significativas relativamente às possibilidades e à viabilidade de exercer a avaliação formativa em sala de aula, evidenciando as conseqüências positivas de sua aplicação para a aprendizagem do aluno.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Este artículo presenta un análisis de las prácticas de evaluación del Certificado en Enseñanza de Inglés para Adultos (CELTA). Con el objetivo de comprenderlas como un conjunto de acciones comprometidas con la evaluación formativa, serán comparadas con las proposiciones teóricas. Como metodología para el desarrollo de la investigación se utiliza un enfoque cualitativo y la tipología adoptada es el informe de la experiencia. Se analizan las prácticas educativas en base al marco teórico y a partir del mismo se señalan aprendizajes y se tejen sugerencias y contribuciones significativas sobre las posibilidades y la viabilidad de realizar una evaluación formativa en el aula, al hacer hincapié en las consecuencias positivas de su aplicación en el aprendizaje del estudiante.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This paper presents the analysis of CELTA (Certificate in English Language Teaching to Adults) assessment practices in order to understand them as a set of actions committed to formative assessment, comparing them to theoretical propositions. It makes use of a qualitative approach as a methodology to develop the research, while resorting to experience reports as the typology adopted. It analyses its formative practices from a theoretical perspective and draws significant learning possibilities and contributions/suggestions about the feasibility of formative assessment in the classroom, highlighting the positive consequences its application may have on student learning.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Trabalho Docente]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação Formativa]]></kwd>
<kwd lng="pt"><![CDATA[Processo de Ensino-Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="es"><![CDATA[Trabajo Docente]]></kwd>
<kwd lng="es"><![CDATA[Evaluación Formativa]]></kwd>
<kwd lng="es"><![CDATA[Proceso de Enseñanza-Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Formación de Profesores]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Formative Assessment]]></kwd>
<kwd lng="en"><![CDATA[Teaching-Learning Process]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Avaliar para aprender: a  constru&ccedil;&atilde;o de uma realidade.</h2> <h3>Evaluar para aprender: la construcci&oacute;n de una realidad.</h3> <h3>Assessment for learning: building a reality.</h3>     <p>&nbsp;</p> <h4>Giovana Chiment&acirc;o Punhagui,  Nadia Aparecida de Souza    <br> </h4>     <p>&nbsp;</p> </font>      ]]></body><back>
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