The assessment of learning has been identified as a subject rarely discussed in training courses for teachers, bringing consequences for its effectiveness in the context of the classroom. Thus, in the present work, we seek to investigate how the assessment is understood by teachers of high school chemistry in public schools in the South of Bahia. For data analysis we resort to several studies that discuss the practice of evaluation in schools. Overall, the results point to the existence of misconceptions about the evaluative action and the need to improve the training of high school teachers.
Evaluation; Chemistry Teaching; High School.