<?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>1981-0431</journal-id>
<journal-title><![CDATA[Linhas Críticas]]></journal-title>
<abbrev-journal-title><![CDATA[Linhas Críticas]]></abbrev-journal-title>
<issn>1981-0431</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Brasília]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-04312006000100006</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Avaliação formativa e formação de professores: ainda um desafio]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villas Boas]]></surname>
<given-names><![CDATA[Benigna Maria de Freitas]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A06">
<institution><![CDATA[,Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2006</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2006</year>
</pub-date>
<volume>12</volume>
<numero>22</numero>
<fpage>75</fpage>
<lpage>90</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-04312006000100006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-04312006000100006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-04312006000100006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O texto analisa a importância da avaliação formativa no processo de formação de professores, para que, como conseqüência, ela seja praticada em escolas de todos os níveis. Apresenta-se o entendimento de processo de formação de professores, de cursos de formação de professores, e de avaliação formativa. Analisam-se as características da avaliação formativa e de três dos seus componentes essenciais. Conclui-se que: a) os professores aprendem a avaliar enquanto se formam, o que justifica a prática da avaliação formativa em todos os níveis escolares; b) o feedback é elemento-chave na avaliação formativa; c) a vivência do feedback que se transforma em auto-monitoramento, da avaliação informal encorajadora e complementadora da avaliação formal e da auto-avaliação que dá responsabilidade ao aluno contribui para o desenvolvimento da autonomia intelectual de alunos e professores. Com esse entendimento, a avaliação cumpre sua vocação de promover aprendizagem duradoura.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The article analyses the importance of formative evaluation in the whole process of teacher education so that it can be practiced in schools at all levels. We present the meaning of: teacher education as a process that includes activities in all school levels; courses that train teachers; formative evaluation. Characteristics of formative evaluation and three of its main components are discussed. It is concluded that: a) teachers learn to evaluate while they are students, a fact that justifies the need of formative evaluation at all school levels; b) feedback is a key element in formative evaluation; c) to experience the type of feedback that leads to self-monitoring, the informal evaluation that is encouraging and complements formal evaluation, and self-evaluation that places responsibility on students contribute to the autonomy of students and teachers. This view of evaluation promotes long lasting learning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Cet article analyse l’importance de l’évaluation formative dans le processus de formation de maîtres de manière à ce qu’elle puisse être pratiquée dans les écoles de tous les niveaux. Nous présentons le sens de: éducation de maîtres comme un processus qui inclut des activités dans les écoles de tous les niveaux ; les cours qui préparent les maîtres ; l’évaluation formative. L’on discute les charactéristiques de l’évaluation formative et ses trois principaux composants. Il est ressortit que : a) les maîtres aprennent à évaluer au cours de leur formation, ce qui justifie le besoin de l’évaluation formative à tous les niveaux scolaires ; b) le retour est l’élément clef de l’évaluation formative ; c) l’expérience du retour qui lève à l’auto-monitoration, l’évaluation informelle qui encourage et complémente l’évaluation formelle et l’auto-évaluation qui place la responsabilité sur l’élève contribuent à l’autonomie des élèves et des maîtres. De cette façon, l’évaluation réalise sa vocation de promouvoir un apprentissage de longue durée.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[El texto analisa la importancia de la evaluación formativa en el proceso de formación de profesores para que, como consecuencia, sea practicada en escuelas de todos los niveles. Se presenta la comprensión del proceso de formación de profesores, de las carreras de formación de profesores y de la evaluación formativa. Se analisan las características de la evaluación formativa y tres de sus componentes esenciales. Se concluye que: a) los profesores aprenden a evaluar mientras se forman, lo que justifica la práctica de la evaluación formativa en todos los niveles escolares; b) el feedback es un elemento clave en la evaluación formativa; c) la vivencia del feedback que se transforma en automonitoramiento, de la evaluación informal encorajadora y complementaria para el desarrollo de la autonomía intelectual de alumnos y profesores. Con esa comprensión, la evaluación cumple su vocación de promover un aprendizaje duradero.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Avaliação]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação Formativa]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Feedback]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação Informal]]></kwd>
<kwd lng="pt"><![CDATA[Auto-Avaliação]]></kwd>
<kwd lng="en"><![CDATA[Formative Evaluation]]></kwd>
<kwd lng="en"><![CDATA[Teacher Education]]></kwd>
<kwd lng="en"><![CDATA[Feedback]]></kwd>
<kwd lng="en"><![CDATA[Informal Evaluation]]></kwd>
<kwd lng="en"><![CDATA[Self-Evaluation]]></kwd>
<kwd lng="fr"><![CDATA[Évaluation Formative]]></kwd>
<kwd lng="fr"><![CDATA[Formation des Maitres]]></kwd>
<kwd lng="fr"><![CDATA[Retour]]></kwd>
<kwd lng="fr"><![CDATA[Évaluation Informelle]]></kwd>
<kwd lng="fr"><![CDATA[Auto-Évaluation]]></kwd>
<kwd lng="es"><![CDATA[Evaluación Formativa]]></kwd>
<kwd lng="es"><![CDATA[Formación de Profesores]]></kwd>
<kwd lng="es"><![CDATA[Feedback]]></kwd>
<kwd lng="es"><![CDATA[Evaluación Informal]]></kwd>
<kwd lng="es"><![CDATA[Autoevaluación]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Avalia&ccedil;&atilde;o formativa e  forma&ccedil;&atilde;o de professores: ainda um desafio.</h2> <h3>Formative evaluation and teacher education: still a challenge.</h3> <h3>L&rsquo;&eacute;valuation formative et la formation de ma&icirc;tres : encore un d&eacute;fi.</h3> <h3>Evaluaci&oacute;n formativa y formaci&oacute;n de profesores: todav&iacute;a un desaf&iacute;o.</h3>     <p>&nbsp;</p> <h4>Benigna Maria de Freitas  Villas Boas    <br> </h4> </font>      ]]></body><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BLACK]]></surname>
<given-names><![CDATA[Paul]]></given-names>
</name>
<name>
<surname><![CDATA[DYLAN]]></surname>
<given-names><![CDATA[Wiliam]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Assessment and classroom learning. Assessment in education: principles, policy and practice.]]></article-title>
<source><![CDATA[Carfax Publishing]]></source>
<year>marc</year>
<month>h </month>
<day>19</day>
<volume>5</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>7-74</page-range><publisher-loc><![CDATA[London ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FREITAS]]></surname>
<given-names><![CDATA[Luiz Carlos de]]></given-names>
</name>
</person-group>
<article-title xml:lang="pt"><![CDATA[A internalização da exclusão.]]></article-title>
<source><![CDATA[Educação e Sociedade]]></source>
<year>set.</year>
<month> 2</month>
<day>00</day>
<volume>23</volume>
<numero>80</numero>
<issue>80</issue>
<page-range>301-327</page-range><publisher-loc><![CDATA[Campinas ]]></publisher-loc>
<publisher-name><![CDATA[Cedes]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[HARLEN]]></surname>
<given-names><![CDATA[Wynne]]></given-names>
</name>
<name>
<surname><![CDATA[JAMES]]></surname>
<given-names><![CDATA[Mary]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Assessment and learning: differences and relationships between formative and summative assessment.]]></article-title>
<source><![CDATA[Assessment in Education: principles, policy & practice]]></source>
<year>nov.</year>
<month> 1</month>
<day>99</day>
<volume>4</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>365-379</page-range><publisher-name><![CDATA[Carfax Publishing]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SADLER]]></surname>
<given-names><![CDATA[Royce]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Formative assessment and the design of instructional systems.]]></article-title>
<source><![CDATA[Instructional Science]]></source>
<year>June</year>
<month> 1</month>
<day>98</day>
<numero>18</numero>
<issue>18</issue>
<page-range>119-144</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
