<?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>S0103-68312025000100307</article-id>
<article-id pub-id-type="doi">10.18222/eae.v36.11269</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[INSTRUMENTOS AVALIATIVOS EM METODOLOGIAS ATIVAS: REVISÃO SISTEMÁTICA]]></article-title>
<article-title xml:lang="es"><![CDATA[INSTRUMENTOS DE EVALUACIÓN EN METODOLOGÍAS ACTIVAS: REVISIÓN SISTEMÁTICA]]></article-title>
<article-title xml:lang="en"><![CDATA[ASSESSMENT INSTRUMENTS IN ACTIVE METHODOLOGIES: A SYSTEMATIC REVIEW]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[OLIVEIRA]]></surname>
<given-names><![CDATA[SIMONE LUZIA DUMA DE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ROCHA]]></surname>
<given-names><![CDATA[TACIANE DA CUNHA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SILVA]]></surname>
<given-names><![CDATA[JéSSICA COTRIM DA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[AIRES]]></surname>
<given-names><![CDATA[JOãO PAULO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MATOS]]></surname>
<given-names><![CDATA[ELOIZA APARECIDA SILVA ÁVILA DE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PINHEIRO]]></surname>
<given-names><![CDATA[NILCéIA APARECIDA MACIEL]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Tecnológica Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Ponta Grossa PR]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Tecnológica Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Ponta Grossa PR]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Tecnológica Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Ponta Grossa PR]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Tecnológica Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Ponta Grossa PR]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidade Tecnológica Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Ponta Grossa PR]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Universidade Tecnológica Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Ponta Grossa PR]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>36</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0103-68312025000100307&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0103-68312025000100307&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0103-68312025000100307&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este estudo identifica os instrumentos avaliativos usados para avaliar o aprendizado em metodologias ativas. Utilizou-se o método Prisma 2020, com fases de identificação, triagem e inclusão. As buscas realizadas em bases nacionais do Google Acadêmico e internacionais, como Eric, Science Direct, Scopus e Web of Science, após a triagem, compuseram o corpus da pesquisa com 19 artigos. Constatou-se que o uso de instrumentos avaliativos adequados é essencial para proporcionar um feedback contínuo, reforçando a autonomia e a responsabilidade dos estudantes pelo seu próprio aprendizado. Conclui-se que adaptar as práticas avaliativas de forma confiável em diferentes contextos culturais e educacionais promove uma educação de qualidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este estudio identifica los instrumentos de evaluación usados para evaluar el aprendizaje en metodologías activas. Se utilizó el método Prisma 2020, con fases de identificación, cribado e inclusión. Las búsquedas realizadas en bases de datos nacionales de Google Académico e internacionales, como Eric, Science Direct, Scopus y Web of Science, después de la selección, compusieron el corpus de la investigación con 19 artículos. Se constató que el uso de instrumentos de evaluación adecuados es fundamental para brindar una retroalimentación continua, reforzando la autonomía y la responsabilidad de los estudiantes por su propio aprendizaje. Se concluye que adaptar las prácticas de evaluación de forma confiable en diferentes contextos culturales y educativos promueve una educación de calidad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study identifies the assessment instruments used to assess learning in active methodologies. The Prisma 2020 method was used, encompassing the stages of identification, screening, and inclusion. Searches were carried out in national databases, such as Google Scholar, and international ones such as Eric, Science Direct, Scopus and Web of Science. After screening, the research corpus comprised 19 articles. The findings indicate that the use of appropriate assessment instruments was essential to provide continuous feedback, reinforcing students&#8217; autonomy and responsibility for their own learning. It is concluded that adapting assessment practices reliably in different cultural and educational contexts promotes quality education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[EDUCAÇÃO]]></kwd>
<kwd lng="pt"><![CDATA[APRENDIZAGEM]]></kwd>
<kwd lng="pt"><![CDATA[AVALIAÇÃO DA APRENDIZAGEM]]></kwd>
<kwd lng="pt"><![CDATA[METODOLOGIA INOVADORA.]]></kwd>
<kwd lng="es"><![CDATA[EDUCACIÓN]]></kwd>
<kwd lng="es"><![CDATA[APRENDIZAJE]]></kwd>
<kwd lng="es"><![CDATA[EVALUACIÓN DEL APRENDIZAJE]]></kwd>
<kwd lng="es"><![CDATA[METODOLOGÍA INNOVADORA.]]></kwd>
<kwd lng="en"><![CDATA[EDUCATION]]></kwd>
<kwd lng="en"><![CDATA[LEARNING]]></kwd>
<kwd lng="en"><![CDATA[LEARNING ASSESSMENT]]></kwd>
<kwd lng="en"><![CDATA[INNOVATIVE METHODOLOGY.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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