Design de uma prova escrita de matemática: um processo reflexivo da prática avaliativa

Abstract

Reflecting on the evaluative practice in the classroom is part of the Mathematics Education context. These practices, in the context of the classroom of mathematics, in turn are restricted, almost for the most part, in the application of a single instrument of evaluation: the written test. The core of the research is to reflect on the evidence (elements) raised from the teacher's reflection on the preparation, application and correction of a written test, in order to improve the teaching and learning processes. It is a qualitative research of an essentially descriptive nature, theoretically anchored in Formative Evaluation and Didactic Assessment. The reflections presented are based on the analysis of three cycles of interaction of application of a written test in three formats: proof of taking home; group test and two-stage test. These tests were applied to three groups of students of the 6th grade of Elementary School of two state schools of Paraná in the city of Londrina during the second half of 2017 and the first half of 2018. These cycles of interaction are based on the Research in Development approach (Design Research). Through the three applications, reflections and refinements of tasks and evaluation tools as well as the grids of corrections, it was possible to recognize elements that, when elaborating / rewriting a written test, make it possible to rethink an evaluation practice that serves the learning process, these elements refer to the learning environment, the learning objectives and difficulty. From this process of analysis, it was possible to infer that a teacher to (re) elaborate the instruments used has the opportunity to develop teaching knowledge of the evaluative practice (to which it occurred), as well as to the evaluative practice (future actions); to recognize the possibility of provoking changes in the school reality, in the direction of involving students in an evaluation process that subsidizes and guides the teaching and learning processes. The educational product from this research is a booklet aimed at teachers with the primary purpose of provoking in the reader the reflection about their evaluation process.