Repositório RCAAP

This article aims to analyze the structural similarities and differences of the frameworks of the Evaluation System of Basic Education (Saeb) and the National Assessment of Educational Progress (Naep). More specifically, it seeks to compare the descriptors of the theme “Space and Shape”, tested on the ninth grade of the Saeb, with those of Geometry, tested on the eighth grade of the Naep. This evaluation seeks to produce information on curricular trends which underlie the choices of skills measured in these assessment systems, that could guide the updating of the mathematical frameworks of the Saeb. The results suggest that both frameworks are similar in the separation of knowledge objects by related content areas and in addressing various cognitive operations; on the other hand, the ways in which the descriptors are presented in each matrix are different. Some similarities between the skills measured in both tests in the analysis of the descriptors of the theme “Space and Shape” can be observed. 

This article analyzes the effects of the Union’s normative acts to support municipalities in supplying places in day care centers. It shows incremental evolution, impact on enrollment (2001-2013) and a high disparity among the states. It identifies that part of the federal regulations consist of a form of federal coordination, such as the Fundo de Manutenção e Desenvolvimento da Educação Básica e de Valorização dos Profissionais da Educação (Fundeb), and another part consists of programs that contribute to the expansion of openings, such as the Ação Brasil Carinhoso. The paper also points out that the goal to attend 50% of the children in day care centers, established by the Plano Nacional de Educação, is far from being reached. 

This article analyzes the production in the area of educational policies, conducted in Brazilian Graduate Programs in Education, focusing on large- scale and institutional evaluation. Eighty-one theses and dissertations, developed during the period from 2000 to 2010 were examined. Growing interest in this topic was observed, although in the early stages and dispersed among the graduate programs, research lines and advisors. No comparative studies were found, either at the national or the international levels. In addition, a large concentration of studies in the southern and southeastern regions was found, reiterating the presence of differences in the production and distribution of knowledge in the area of education. Problems in the texts of the abstracts were identified regarding the scarce objectivity and lack of basic information. Few studies indicate theoretical references, showing weakness in the production of knowledge in the area in the face of the strength of educational evaluation policies.

This study aimed to report the experience of constructing two tools to assess the performance of students in an undergraduate nursing course from a public university. It was conducted during the internship of the Curricular Units of Nursing in Intensive Care and Nursing in Emergency Care. The study also introduced the tools constructed. The study methodology consisted of twelve face-to-face and distance meetings, which occurred in the period from January to March 2014 between the university pedagogue and eight professors from the under graduate nursing course. In these meetings, the evaluation issue was thoroughly discussed, based on tools existing since 2008. It was concluded that these previous tools were inadequate in some respects and two new assessment tools were developed by the group, with a focus on skills and abilities, in order to meet the needs of students at the time. Both tools are subject to future reformulation, consistent with needs that may arise.

This article presents a visual assessment, a bilingual proposal for deaf high school students that satisfies the linguistic and educational policy of inclusion. This assessment uses the verbal as well as the non-verbal texts, including visual elements, such as images that refer to the content studied, providing it to deaf students in their own language, the Brazilian sign language. Aspects related to profoundly deaf students, as well as children born to hearing parents, were observed and considered. The observations were registered by means of interviews recorded using video-Libras and the analysis of the data was carried out through the initial observation by the Libras’ interpreter and then by the professor. It was noted that this evaluation reduces the negative feelings reinforced by written assessments, favors autonomy and the perception of competence and belonging, helping in the motivation of the teaching and learning process.

This  article  analyzes  the determinants  of learning  success  of a select group of public schools with students from low socioeconomic backgrounds, considering the results of Prova Brasil 2011 and its Basic Education Development Index. It focuses on the first years of elementary school (1st to 5th year). Based on the data from Prova Brasil, a descriptive and inferential analysis was conducted of the differences between the school factors of 215 schools identified by the study “Excellence with equity” (known as treatment schools) and the schools with similar characteristics in 2007, but whose students did not present the same learning performance in 2011 (called control schools). The results indicate that treatment schools have more directors who are well evaluated by teachers and their performance is greatly influenced by the municipality.

Inserted into the research project funded by the Center of education – Coordination for the Improvement of Higher Level Personnel, “The quality of public school: a longitudinal study for the sustainability of shared responsibility”, and based on the observation that the large-scale assessment currently practiced, a smaller set of goals than those of the training matrix developed in schools is involved. Although the other goals are also important for students’ education, this article brings to discussion the need for an external and more truthful evaluation to the work developed in schools; that, in order to consolidate as such, cannot escape the multidimensionality of the object to be assessed. Therefore, the large-scale assessment processes are discussed, claiming that students’ learning and the quality offered by schools cannot be assessed without constructing a multidimensional evaluation.

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The article, organized in four sections, presents results of a study that aimed to map and characterize initiatives related to large-scale assessments  in  development  in  Brazilian  municipalities.  Initially, it presents a synthesis of studies already available on the subject, and then explains the methodological procedures of the study. In the third section, it discusses results obtained in the preliminary phase of the survey, which covers events from 4,309 municipalities. Finally, it draws conclusions about the concepts present in the reviews proposed by municipalities and how the results of the various existing evaluations are used by the administration of these federated entities, which highlight the consolidation of large-scale evaluation as a tool for educational management in the municipalities.

This study aims to present the portfolio as a viable tool to integrate learning and assessment in science education. The study was developed within two public state schools in Rio de Janeiro, where students prepared their assessment portfolios from various educational activities. Given the methodological bias of action research and a qualitative approach to the data analysis, it was concluded that, although the mark of traditional assessment was still found in the students' discourses, there is no denying that they are permeated by the concept of assessment as an integral part of teaching and learning. The use of the portfolio as an assessment tool is still considered an educational novelty, but can and should be employed as an assessment tool in science education, as its implementation proved to be both possible and successful.

This study aimed to evaluate the class council as a tool for the formative assessment of learning. Its intent was to identify the concepts of learning assessment that pervade the experience of class councils in the Colégio de Aplicação of the Federal University of Pernambuco. Formative assessment promotes the development of students, as it is built in a continuous and permanent process for monitoring learning. Observations of class council meetings, semi-structured interviews and document analysis were carried out based on case study methodology. The results show that the conceptions which are intrinsic to the dynamic functioning of class councils point to the understanding and practice from the perspective of formative assessment, and that the practices of class council development indicate the possibility of implementing a constructive and collective form of assessment.

This research systematizes part of the results of a study financed by the Conselho Nacional de Desenvolvimento Científico e Tecnológico / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior. It aims to analyze, among other aspects, how external evaluations, especially the Sistema de Avaliação de Rendimento Escolar do Estado de São Paulo [School Performance Evaluation System in the State of São Paulo], affect the planning and the orientation of classes on of collective pedagogical work in a state school, and on the  discussion  of  the  pedagogical-policy  project.  The  systematized data are derived from the analysis of records and schedules of the collective teaching work developed in 2014, as well as from a meeting in which the indices obtained by the school in external evaluations were discussed. The results show that the concern with the goals and indices overshadows the discussion of the pedagogical proposal, draining the collective teaching work of its articulating and integrating meaning.

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