Avaliação diagnóstica da Rede de Ensino Estadual de Minas Gerais: reflexões a partir da percepção dos professores
Diagnostic assessment is a process of collecting and analyzing data about students' knowledge, skills, and competencies conducted at the beginning of the academic term. Its objective is to identify students' strengths and learning needs, allowing educators to adapt their teaching approache...
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| Tipo de recurso: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | Brasil |
| Institución: | Universidade Federal de Lavras (UFLA) |
| Repositorio: | Repositório Institucional da UFLA |
| Idioma: | portugués |
| OAI Identifier: | oai:repositorio.ufla.br:1/60006 |
| Acceso en línea: | https://repositorio.ufla.br/handle/1/60006 |
| Access Level: | acceso abierto |
| Palabra clave: | Educação Avaliação diagnóstica Avaliação externa Políticas públicas de avaliação Diagnostic assessment External assessment Public assessment policies |
| Sumario: | Diagnostic assessment is a process of collecting and analyzing data about students' knowledge, skills, and competencies conducted at the beginning of the academic term. Its objective is to identify students' strengths and learning needs, allowing educators to adapt their teaching approaches to better meet each student's specific needs. This research aims to identify and analyze the diagnostic assessment policy developed by the State Department of Education of Minas Gerais from the perspective of the teaching work. The theoretical framework is based on the works of Jussara Hoffmann and Cipriano Carlos Luckesi, as well as other authors who discuss assessment as a dynamic cycle, whose diagnostic function is one of its moments. This is a qualitative field study, which uses a questionnaire as the initial data collection instrument, and after analyzing the data, semi-structured interviews were conducted with teachers from Elementary School II and High School as subjects. After collecting the data, the content analysis technique was used for analysis and interpretation. The results show the complexity of the theme “diagnostic assessment in the daily lives of teachers”, highlighting the need for further studies and reflections on the subject. Although it is an important practice in the educational context, familiarity and understanding vary among professionals, depending on factors such as education, experience, access to training and policies of the education network in which they work. Thus, it is considered that the interference or not of diagnostic assessment in teaching practice is directly linked to knowledge about this process that seeks to contribute to the improvement of teaching. As a result of the research carried out, the proposal is to prepare a guide for consultation and analysis by teachers and others interested in the topic of diagnostic assessment as an educational product. This document can provide support for debates and improvements in the area of assessment, more specifically, in diagnostic assessment. |
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