As concepções de exame e de avaliação

Abstract

The main objective of this article is to analyze the concept of assessment and examination that underpins educational practices. Specific objectives include: discussing the difference between examination and evaluation practices; analyzing the benefits assessment brings to the classroom; and analyzing the importance of exams outside the school context, seeking to understand the distinction between the two educational practices. The topic was chosen to analyze the theorists who discuss assessments, understanding how the act of evaluating students occurs in the school context. To better understand the chosen topic, the article was organized into the following topics: concepts and differences betweenthe practice of assessment and examination in the educational context; benefits of continuous assessment in the classroom learning process; and finally, the importance of examinations. The methodology used was a bibliographical survey, which included documents and books/authors such as the National Curricular Guidelines General for Basic Education (Brazil, 2010), the Law of Guidelines and Bases for National Education 9,394/96 (Brazil, 1996), Hoffmann (1999; 2014), Luckesi (2005; 2013; 2011; 2018), Perrenoud (1999), among others. We concluded that there are differences between the practices of evaluating and examining, with evaluation practice being the practice that should take place in schools, and that educators must reflect on their practices so that they can evaluate students through continuous, procedural, and mediating assessment.