OLIVEIRA, J. L.; http://lattes.cnpq.br/7724483637584747; OLIVEIRA, Jessica de Lima.
Resumen:
Education requires results and the evaluation process has the function of bringing them, reflecting about the quality of education. The historical burden of education is linked to the measurement system, and precisely because of that was developed a fear culture among the students, because the evaluation was linked to the quantification of knowledge, running away from its purpose as a diagnostician of the learning. In this sense, based on this fundamentation, the present work has as the main objective to analyze the influence of the evaluation on the teaching and learning process in the Geography matter. For that, the methodological route was based on the action-research method developed in a state school in Paraíba, where it was possible to interact with the researched subjects for the development of evaluative actions in six months. In addition, in the end, a questionnaire was applied to quantitatively prove the results of the research. From this, it was possible to verify that a good portion of the students do not have a good relationship with the evaluation process, feeling apprehensive when subjected to methods such as tests/exams. In the search to prioritize geographical learning, the development of actions had positive effects, as students reported feeling more freedom to learn knowing they would not have to take a test, and there was minimal apprehension during the actions. Therefore, the research prioritized student learning, undoing the quantitative aspect, making assessment an integral part of the educational process, not something separate and to be feared, as assessment should be the diagnostic tool for learning needs, not the final judgment of the student.
