Avalies: plataforma para gerenciamento de avaliações

Abstract

Technological advances in recent years have brought contributions to various sectors of society, such as the educational sector. Despite this, this sector still has certain gaps that deserve to be better explored. One of them is characterized by the absence of adequate technological support for the teacher during the process of evaluating their students. Furthermore, considering that in 2018 the Common National Curriculum Base (BNCC) was launched, which proposes a set of skills and abilities that should be developed by students throughout basic education, this was another factor that came to compose the set of information that the teacher should pay attention to. With this in mind, this work discusses the impact that a technological tool can provide to teachers in the elaboration and interpretation of assessment results. The investigation was conducted with the objective of answering the following Research Question: "What are the benefits provided by a technological tool that provides auxiliary data for the interpretation of the results of the assessment of its students, according to the premises of the BNCC?". To this end, five stages were defined: Data Survey, Data Analysis, Immersion and Identification of Functionalities, Functionality Validation and Platform Implementation. Thus, in the two initial stages, the archetypes of users, their relationship with the BNCC and their main difficulties were identified. Then, in the third stage, there was the monitoring of the planning of an evaluation, which allowed the creation of a prototype with an initial set of features. These characteristics were validated in the fourth stage and, after this validation, it was possible to build a tool that fits the needs and reality of the teacher in the classroom. With this, it was possible to respond to the QP, as direct and indirect benefits provided by the Avalies platform were identified. Directly, the teacher is able to manage the classes, assessments and schedules, but indirectly, the platform encourages the teacher’s reflection at different points, enabling pedagogical interventions to be carried out based on these reflections.