ALMEIDA, M. M.; http://lattes.cnpq.br/8327395824169546; ALMEIDA, Manuela Moura de.
Resumen:
Nowadays, it is necessary to rethink the evaluation process, aiming to improve
teaching and learning. The evaluation must exist to contribute to the process of
training the individual, respecting their differences and individualities and making
them able to resolve conflicts of their day to day. The evaluation of learning should
be part of the classroom routine, being used in a continuous and procedural way as
one of the complementary aspects of the teaching and learning process, considering
the conceptions and practices of evaluation of the teachers in the students' learning
in the classroom. Classroom, seeking to know the importance of evaluation in the
school environment and in the meaningful learning of students. This work aims to
analyze the conceptions, practices and evaluation instruments used by teachers in
the initial years of Elementary Education. The text begins by presenting a brief
history about the evaluation process, then it is discussed about its concept and its
functions from the bibliographic studies of some authors. Next, a field research was
carried out with 03 (three) teachers from the initial years of Elementary Education,
from a municipal school in the city of Paulista, state of Paraíba. In the search to
understand the school evaluation, the teachers interviewed responded to guiding
questions related to the theme of the concept of evaluation, the instruments, the
difficulties found in the way of evaluating and the role of the teacher in the process of
teaching and learning. The importance of teachers constantly rethinking their
evaluation practices in the classroom, in order to diagnose possible difficulties, both
of the students, and of the teacher himself as mediator of knowledge, because only
when the problem is detected is it possible to find the solution , And in this sense the
evaluation of learning when well used is a tool that can improve teaching, re-
dimensioning teaching action, favoring student success rather than failure. Thus,
evaluation must become constant moments of understanding students' difficulties
and offering them new opportunities to acquire new knowledge.