A avaliação escolar de Química na percepção de discentes do ensino médio

Abstract

School evaluation is an important tool for diagnosis of knowledge, feedback on educational practice and a great opportunity for students to reflect and reformulate knowledge. In order to assess properly, the teacher must have qualification, flexibility, ethics and commitment. It should collaborate so that the student feels encouraged to apply their knowledge. However, assessment is perceived by many students as a testing tool solely to obtain a grade or concept that will result in their passing or failing. Therefore, it is common on evaluation days to observe behaviors of insecurity and fear, as the greater concern is with the numerical results (grades/points) than with the opportunity to use the contents taught in the classroom. In chemistry assessments, most of the time, students are encouraged to memorize values, tricks or mathematical formulas in order to succeed. When it comes to written assessments, psychological problems are easily identified. With that in mind, the objective of the present work was to know the perception of high school students about the evaluation process in the curricular component of Chemistry. 120 regular high school students participated in this research, 55% male and 45% female. The data were constructed through two instruments: a questionnaire, developed specifically for this research and part of the Inventory of Anxiety Faced with Tests-IAP. The data analysis approach was quantitative-qualitative. For most students, thinking about evaluation generates negative feelings and emotions. The types of assessment frequently carried out suggest a more traditional assessment practice on the part of the teacher (written test, research). The assessment instruments devised by students are more dynamic and innovative (games/games, seminars/presentations, debate), better meeting the specificities that permeate the assessment process of the student body. The use of support material for consultation in written assessments is seen as a good resource to support memory. It is important that the teacher is attentive to the reactions and expression of feelings of the students that precede the accomplishment of the written evaluation, about the amount of content to be charged and the level of difficulty of the questions. And that uses assessment as a means to reflect on their actions, reformulate their teaching, capture the specifics of each student, with the greater aim of promoting their students' learning.