O uso de rubricas e devolutivas no processo de avaliação da aprendizagem

Abstract

This study presents the results of research conducted in a multigrade classroom at a full-time public school in the municipal network of Tamboril, Ceará State, Brazil. The objective was to analyze how the use of rubrics, combined combined with feedback in line with pedagogical planning can enhance the learning process in the early years of primary school. The relevance of this research is justified by its provision of robust tools to improve and strengthen the formative assessment practices. With a qualitative, quantitative and interventionist approach, the research relied especially on Wiggins and McTighe (2019) and Black et al. (2018) for its theoretical underpinning, given that academic productions on the subject are still scarce in Brazil.. The data was collected through questionnaires, interviews and observation and processed according to Bardin's (2010) method of analysis. The results demonstrate that wellimplemented rubrics and feedback not only enable students to self-regulate their learning and progress in performance levels, but also significantly transform teaching practice. By providing a structured system for gathering learning evidence, these tools allow for agile (re)planning of pedagogical actions, ensuring timely responses to each student9s individual needs. Thus, the study reveals the potential of these instruments to substantially improve formative assessment processes and promote more equitable learning opportunities.