From the conceptual construction of educational assessment to the practices of learning assessment in teacher education

Abstract

The objective of the present study was to analyze the conceptions of evaluation of learning of teachers of the course of degree in Mathematics of the Federal Institute of Education, Science and Technology of Paraíba (IFPB), Campus Cajazeiras, and its influences in the evaluative practices in the formation teacher. The research, of a descriptive character, with a qualitative approach, had as subjects the teachers of the aforementioned course. Methodological instruments for data collection, questionnaires, semi-structured interviews and consultation with the Pedagogical Course Project (PPC) were used. Data analysis was carried out in the light of the phenomenological approach, based on the hermeneutics proposed by Hans-Georg Gadamer (1900-2002), with the technique of merging horizons. It was found, among other aspects, that, although many professionals signal the intention to carry out continuous assessment practices, in a formative perspective, the inheritance of the assessment linked to the idea of ​​applying tests, of measurement, is still very strong.