Avaliação da aprendizagem de Física: um estudo com professores do ensino médio integrado do IFPE – campus Pesqueira

Abstract

Assessment makes it possible to monitor the learning processes and redirect the teacher's work. In this research, we analyze the evaluative practices of teachers of the Physics discipline of the Integrated High School of the IFPE – Pesqueira campus. Authors such as: Hoffman (2001, 2017) and Luckesi (1999, 2011) constituted theoretical references for evaluation. This research is qualitative in nature. Three teachers participated. For data collection, carried out remotely, we used the questionnaire. For the analysis, the Thematic Categorical Content Analysis Technique. The results showed that the evaluative practice of using the test is recurrent, but not exclusively. Teachers use a variety of data collection instruments in their assessment practices. The direction they carry out (or not) in the teaching and learning processes based on the data collected in these instruments seems to reveal that there are practices that sometimes approach the concept of evaluation as a measure, sometimes a formative concept. The results suggest the performance of new studies that deepen our findings. This research may contribute to the initial and continuing education of teachers who work not only in the Physics curricular component, but in any subject in Integrated High School, as it enables a relevant reflection on the evaluative practices used in this teaching.