Conceptions on learning assessment of a group of teachers in the final years of Elementary School and their implications for pedagogical practice

Abstract

The assessment of learning is a challenging pedagogical act, which among its objectives should excel to guide teachers and students in their future pedagogical decisions, revealing itself as a broad panorama that raises deeper studies and research. In this scenario, the present work analyzes the relationship established between the teachers' conceptions about the evaluation and the reflexes in their teaching practices. The research participants were the teachers of the final years of elementary school at a private school in the municipality of Uruguaiana-RS. Initially, a theoretical essay was developed with the objective of qualifying the bibliographic reference, exposing and discussing evaluation and learning, its historical perspectives and the association between pedagogical concepts and assessment instruments. The work had two stages. In the first, a diagnosis of school reality was established, based on a focus group, composed of teachers from the chosen educational institution. The objective of this stage was to investigate the teachers' conceptions regarding the evaluation process. The second stage was characterized by the collection of data and information through an electronic form, elaborated on the Google Forms platform. The objective was to analyze how the teachers' conceptions about the evaluation process may be reflected in their pedagogical practice. The study happened in 2019 and 2020. The data were analyzed according to the Bardin Content Analysis technique. From the development of the research, we sought to understand and contribute to the evaluation process of the researched educational institution. According to the results, it can be highlighted that in the teachers' conception, the evaluation is observed as an accompaniment of the teaching process, being focused on the learning of the student and the teacher. It was also found that the educational institution develops a strict control, although affective, with an emphasis on meaningful learning and dialogue. From the results, it is concluded that each teacher has his conceptions of assessment of learning and establish a strong commitment with the students, to mediate qualitative experiences to the process. However, to rupture with internal and external expectations, of many centuries of traditional teaching and evaluation is not a simple task, but the evaluation function of monitoring, indicated by all, denotes the commitment and responsibility of the participants in improving the practice.