Ciclo avaliação-ação: uma abordagem para análise do desempenho em matemática de estudantes do Ensino Fundamental

Abstract

This research describes the proposal of the Evaluation-Action Cycle, an approach to evaluation of the teaching-learning process, using low-cost computational resources available to teachers. The research was applied in the context of preparation for a large-scale national evaluation in a state school. In general, the Prova Brasil has been held in November of the odd years, in the printed form. However, the time between the application, the analysis of the results and the sending of reports to teachers and managers of the schools of the Departments of Education is long, because they are disclosed only six months after the application, making the process time consuming and ineffective. In the preparation of external evaluations, Brazilian schools generally apply printed simulations in order to improve the performance of their students. In general, the results of the simulations are not organized and made available to teachers and school managers in the form of statistical reports. Thus, the objective of the research is to analyze the use of the Evaluation-Action Cycle approach for identification and analysis by the teacher of the level of performance in simulated tests of Mathematics of 9th Grade Students of a Public School. This is a Case Study based on the descriptors of Prova Brasil, for this they applied simulated math tests for students of the 9th grade of elementary school, tabulating the data in Spreadsheets for analysis of the results of each test. Then, the reports generated were used to organize the individual pedagogical interventions of the students and classes, centered on the descriptors that indicated a higher percentage of errors. Statistics of individualized performance and classes were calculated, identifying the questions with descriptors and characterizing the degree of domain. The reports provided the information for the teacher to organize pedagogical interventions focused on descriptors with the highest degree of difficulty, accelerating the teaching-learning-evaluation cycle. In a statement, the results point to the contribution of the approach in the evaluation practice of the teacher and also in the development of activities for learning the topics of mathematics.