Aversive Effects Of The School Evaluation Practices [efeitos Aversivos Das Práticas De Avaliação Da Aprendizagem Escolar]

摘要

This paper aims to discuss the effects which are averse to the traditional evaluation practices at schools. Based on research data, collected by interviews with high school students, thematic nucleus were formed to allow the identification of aversive aspects of the evaluation school process and its effects on the pupils. The discussion pointed out the concept of diagnostic evaluation as an alternate process for the teachers' work in class. © 2009 Fundação CESGRANRIO.