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Avaliação por competência no ensino médio

Author(s): Adriana Pires de Oliveira | Maria das Graças Mota Mourão | Renata Cordeiro Maciel

Journal: Roteiro
ISSN 0104-4311

Volume: 36;
Issue: 2;
Start page: 335;
Date: 2011;
Original page

Keywords: Competency evaluation | Teachers | Evaluative tools.

Competency evaluation in middle schoolAbstractThis study aimed to analyze the assessment of competencies from the perception ofsecondary school teachers in the educational process. This is a descriptive qualitative.Was used as a methodological procedure document analysis of evaluationactivities of ten teachers from a public high school average of Montes Claros.For this, drew up a roadmap setting out three key areas: cognitive, proceduraland behavioral / emotional, based on the headquarters of the National HighSchool Examination - ENEM. Analyses are based on the theoretical contributionsof Depresbiteris (1989), Hoffman (2002); Luckesi (2000) and Perrenoud (1999),Rabelo (1998) and Sant’anna (1995). The discussion aims to promote studentunderstanding while socio-historical subject capable of driving the learningprocess, provided that guided and encouraged by teachers. The results showedthat teachers mostly use evaluative tools consistent with this type of assessment,although there are still remnants in their traditional assessment practices.
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