Analysis of conceptions of learning assessments from Basic Education chemistry teachers

Abstract

In this text, we present an analysis of conceptions from basic education chemistry teachers regarding the knowledge field of learning assessment. This study came from a compulsory subject of the Chemistry-Licentiate course situated in the harsh region of Pernambuco. From the course studies and reflections, we sought to analyze what understanding of learning assessment basic education teachers had when talking about the evaluative activities carried out. To access these reports we adopted the use of an open questionnaire, bringing to this text the reports of two basic education chemistry teachers. Based on the experiences reported by them, we looked for authors who study the field of learning assessment, so that we could reflect what learning assessment conceptions marked these experiences. These reflections led us to note that there are different understandings when it comes to what they mean by "assessment" in the learning process. So that at times the understanding of assessment is closer to a formative assessment and at other times, it is closer to a summative assessment.