EVALUATION OF LEARNING IN NATURAL SCIENCE AND BIOLOGY AND GEOLOGY CLASSES: FROM PERCEPTIONS TO PRACTICES

ABSTRACT

The evaluation of (and for) the learning has been assuming an increasing presence in the field of the investigation in the Education. One of the unavoidable premises assumes that, contrary to what is still to be verified, the evaluation should not be understood as extrinsic to the teaching and learning process, as it is closely linked to the components that involve the act of teaching and learning. The article is the result of a case study carried out in a Portuguese school, which aimed to characterize assessment strategies and to know perceptions about learning assessment in the disciplines of Natural Sciences and Biology and Geology. The study followed a qualitative approach of an interpretative nature. The assessment practices observed are associated with the perceptions that teachers and students express about assessment, they are more oriented to the classification and selection of students than to the improvement of the teaching and learning processes.

KEYWORDS:
evaluation of learning; evaluation for learning; evaluation practices; perceptions