Assessment of learning in Science Teaching: a study on the assessment practices of public school teachers in the city of Pelotas, RS

Abstract

Learning assessment is carried out systematically in schools to enhance the students' learning process, enabling teachers to make decisions and define the paths to follow, improving the teaching process. Therefore, this qualitative research investigates the assessment of learning based on the impressions of a group of Basic Education teachers, who work in Science Teaching, in public schools in the city of Pelotas, RS. A semi-structured interview was conducted with teachers from the final years of Elementary School and High School. The results obtained from the content analysis emerged in the form of four categories, namely: i) conceptions of learning assessment; ii) monitoring of the learning process; iii) instruments for assessment; and iv) recording of information in the assessment. Therefore, the statements indicated that the implementation of assessment practices is aligned with the guidelines of the education network, but the greatest influence is on the assessment culture present in each school context. This requires the need for assessment practices intertwined with action-reflection, plurality and dialogue between students, teachers and other subjects involved.