EVALUATION ACCORDING TO THE PCNs:

National Parameters for Education in Brazil

Raquel Salcedo Gomes

PCNs

Guidelines and Instructions for Education in Brazil

National Parameters for Education

MEC - 1998

DEFINITION

“Evaluation is an integrated and intrinsic aspect of the educational process, going beyond the traditional view, which focuses on the external control of the student by the use of grades and marks.”

Feed Support Guide

Functions of Evaluation:

Pedagogical Action

Conceptual contents

Procedural contents

Attitudinal contents

Regarding to the student, not only conceptual contents should be evaluated, but also procedural and attitudinal contents.

A way to identify the causes, reasons; to understand what was reached and why

A tool for checking the teacher ’s performance

EVALUATION AND STUDENT

Evaluation

How much the students know

How students deal with knowledge

How students bring knowledge to their lives

Dynamic Process

Interaction

TEACHING

Content

Teacher

Student

Evaluation

Evaluation

ContinuousSystematic

qualitative interpretation of the learned knowledge

It helps take decisions regarding content, methods and objectives.

EvaluationTest =

Evaluation Tool

Careful Preparation

Feedback

Students should not be afraid of tests; they should feel safe about them and

understand their importance and objectives.

FORMATIVE EVALUATION

Check if teaching and learning are working well during the process, not after it, so whatever needs improvement may be changed and solved (different from summative evaluation).

flexibility

Self-evaluation

Teacher evaluation

Investigation towards the procedures

adjustments

Formative Education includes:

WHO BENEFITS FROM IT:

Teacher

Students

Parents

Society Effectiveness of education

Feedback about their children’s performance

Report on their learning

Tool for checking, analyzing and changing methods and procedures

AFFECTIVE ASPECT

Regarding foreign language teaching there is another aspect that must be taken into consideration – the affective aspect – once it can make the learning process more difficult.

Non-communication frustration

Lack of orientation and intuition towards what is right and wrong in the foreign language

Difference between teaching style and student’s learning style.

Elements that make learning difficult:

These elements come from three main dilemmas/problems:

Differences between native and foreign language

Dilemma between focus on language structure and language usage

Choice between rational and intuitive learning

All these topics should be considered during the teaching process and in the evaluation

COHERENCE BETWEEN TEACHING AND EVALUATION

CONTENT

EVALUATION

EVALUATION CRITERIA

Teacher should have in mind criteria for evaluating each of the four skills in language learning, in accordance with the students’ level and grade.

5th and 6th grades 7th and 8th grades

World and textual knowledge

Systematic knowledge

AN INTEGRATED AND CONTINUOUS PROCESS

Valuable instrument for enriching and improving the learning process, so that the foreign language learned may not be so “foreign”.

Evaluation

The End