<?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>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602024000102006</article-id>
<article-id pub-id-type="doi">10.1590/1984-0411.93764</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Métodos de avaliação para aprendizagem: o que evidenciam os professores de países latino-americanos no questionário contextual do PISA 2018?]]></article-title>
<article-title xml:lang="en"><![CDATA[Assessment methods for learning: what do teachers from Latin American countries show in the PISA 2018 contextual questionnaire?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Stieg]]></surname>
<given-names><![CDATA[Ronildo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Soares]]></surname>
<given-names><![CDATA[Denilson Junio Marques]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Wagner dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Espírito Santo (UFES)  ]]></institution>
<addr-line><![CDATA[Vitória Espírito Santo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal de Minas Gerais (IFMG)  ]]></institution>
<addr-line><![CDATA[Ouro Preto Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>40</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602024000102006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602024000102006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602024000102006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O Programa de Avaliação Internacional de Estudantes (PISA) é um exame padronizado realizado a cada três anos pela Organização para a Cooperação e Desenvolvimento Econômico (OCDE), com o objetivo de mensurar o nível educacional de jovens de 15 anos em Leitura, Matemática e Ciência. O objetivo deste artigo consiste em analisar quais são e com que frequência os docentes utilizam métodos de avaliação da aprendizagem de seus alunos para além do PISA. Caracteriza-se como uma pesquisa de natureza mista que utiliza as respostas dos professores de cinco países da América Latina (Brasil, Chile, Panamá, Peru e República Dominicana) que responderam ao questionário contextual do PISA de 2018. Os resultados permitiram organizar as discussões a partir de três categorias de análises que se alinham com os métodos de avaliação para aprendizagem, concentrando-se nas dimensões: a) heteroavaliação; b) autoavaliação; e c) retroalimentação. Predominantemente, a heteroavaliação foi a abordagem central, refletindo uma tradicional ênfase no papel ativo do professor avaliador. A ausência de coavaliação e avaliação compartilhada destaca uma lacuna nas práticas avaliativas, indicando a necessidade de promover avaliações mais colaborativas e entre pares. Conclui que esses resultados devem ser interpretados considerando as diferenças contextuais e políticas locais, revelando a complexidade das práticas avaliativas e indicando a importância de adotar métodos abrangentes e colaborativos para aprimorar ambientes educacionais mais inclusivos e preocupados com os processos de aprendizagem dos estudantes da educação básica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The Program for International Student Assessment (PISA) is a standardized exam carried out every three years by the Organization for Economic Co-operation and Development to measure the educational level of 15-year-old students in reading, mathematics, and science. This study aims to analyze what and how often teachers use methods to assess their students&#8217; learning other than PISA. This mixed research uses the responses of teachers from five Latin American countries (Brazil, Chile, Panama, Peru, and the Dominican Republic) who responded to the 2018 PISA contextual questionnaire. Results organized the discussions based on three categories of analysis that align with assessment methods for learning, focusing on the dimensions of a) hetero-assessment, b) self-assessment, and c) feedback. Predominantly, hetero-assessment was the central approach, reflecting a traditional emphasis on the active role of the evaluating teacher. The absence of co-assessment and shared assessment highlights a gap in assessment practices, indicating the need to promote more collaborative and peer-to-peer assessments. This study concluded that these results must be interpreted considering contextual differences and local policies, showing the complexity of evaluation practices and indicating the importance of adopting comprehensive and collaborative methods to improve more inclusive educational environments that concern themselves with the learning processes of students in basic education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Avaliação de Sistema]]></kwd>
<kwd lng="pt"><![CDATA[PISA]]></kwd>
<kwd lng="pt"><![CDATA[Políticas Educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[América Latina]]></kwd>
<kwd lng="en"><![CDATA[System Evaluation]]></kwd>
<kwd lng="en"><![CDATA[PISA]]></kwd>
<kwd lng="en"><![CDATA[Educational Policies]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Latin America]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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