Apropriação de critérios de avaliação: um estudo com alunos do 7º ano de escolaridade

Abstract

This article focuses on the evolution of 7th grade students’ability for self-assessment when they construct write reports in mathematics classroom where there are an investment by the teacher for the appropriation on assessment criteria. It has been used a qualitative and interpretative methodology. It has been developed two cased studies of students. From the results of this study, we may say that the students’knowledge of the assessment criteria is not enough to contribute to improve their performance. The conflict between the initial self-representations of the criteria and the assessment criteria, through the investment for the appropriation of the assessment criteria, led to an adjustment of the representations of the students or to a control of the initial self-representations. To the measure that the students’capacity to self-assessment increases, thus their performance also improves. The appropriation of assessment criteria together with the development of a critical capacity is interrelated with a better performance, either in the development of the tasks and its reports, either with the capacity to communicate mathematically.