EVALUATION OF TEACHING-LEARNING PRACTICES: A THEORETICAL DISCUSSION

Abstract

The school evaluation becomes fundamental in the reflection of the actions to be carried out by all the members of the school community (teachers, students, coordinators, family members), analyzing the positive and negative points of the system itself, by allowing monitoring and resizing of the shares. The evaluation process, today, needs to be seen as a pedagogical instrument focused on the development of the teaching-learning process. In this sense, this article aimed to identify the relevance of evaluative practices in the teaching-learning process in the classroom. In the specific scope: (i) to analyze the advantages and disadvantages of the types of evaluation used by teachers in the classroom; and, (ii) to identify the assessment tools used by teachers, who present satisfactory results in classroom teaching practices. As methodology, this work, adopted the technique of literature review. At the end, it is concluded that the evaluative practices allow the student to follow the school activities and identify their psychological, cognitive, social and other difficulties. to the educational context.