The reading done during the production of this work reveals the discussion of traditional assessment and continuous evaluation. Suggests an addition of quantity and quality.
Disclosed are factors that lead us to reflect on the assessment as a process, not only gotten in a few moments.
This study presents the evaluative procedures: diagnostic, formative and qualifying.
To complement the study on the subject interviews were conducted with two teachers of early grades of elementary school.
We conclude that to obtain an assessment of the value we put into practice the theory discussed here.
To assess is to collect quantitative and qualitative data in a continuous and diverse to get a comment from all angles of student learning.
The implementation of the evaluation is one of the items that must be collectively discussed and included in the political pedagogical project of the school.
Evaluation is not only to approve or disapprove. This should be seen as an instrument to help the teacher training student, identifying strengths and difficulties in order to guide intervention to improve outcome.
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Evaluation
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