Problemas na avaliação da aprendizagem escolar

Abstract

This article is a reflection on the practical problemas faced by teachers when they try to evaluate and measure scientifically the pupil's learning. The study shows how it is really impossible to represent this learning assessement with marks, numbers, letters and even certain concepts. It also presents a list of teacher's biases which unduly interfere with the assessment process. It recommends more use of Formative, Diagnostic and Informal assessment. The work also presents the characteristics of a good test or exam which is the instrument used by teachers in evaluating their students.