Resumo

MONTSERRAT HERRERA, María  e  GONZA¡LEZ ANGELETTI, Valeria. Assessing in the pandemic context: assessment with-formative. Rev. iberoam. tecnol. educ. educ. tecnol. [online]. 2021, n.28, pp.432-438. ISSN 1851-0086.

Since the ASPO began in the context of the Covid-19 pandemic, the entire educational system had to proceed with a sudden reconfiguration in relation to its enunciative modality, which mutated from presentiality to virtual learning. This resulted in unexpected issues about how to continue with the school cycle that had just started: where and how to continue a link with students, which strategies to develop in these new learning processes, how to guarantee education in disadvantaged sectors without access to connectivity. These were, among others, questions that mobilized teachers, pedagogues and officials of the current educational policy in search of provisional solutions. However, one of these questions turned out to be more complicated: how to evaluate and verify that students achieved significant learning in this new context. In this way, the aim of this paper is to make a review of what it implied to evaluate in pandemic, based on the results of three surveys of teachers and students that were part of the provincial and national educational system during the first semester of 2020, and then propose some guiding responses that include the joint action of both educational actors: with-formative evaluation.

Palavras-chave : Pandemic; Evaluation; Virtuality; Tools; Practices; Processes; With-Formative.

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