Formative Assessment: challenges for practice in secondary education (a phenomenological analysis)
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From a formative perspective, learning assessment serves to promote student learning. This is achieved through the most appropriate pedagogical support from teachers, which contributes to the regulation of teaching and learning activities in the sense of training, with the aim of improving educational quality, which translates into the development of students' potential throughout the learning process. Based on the assumption that learning assessment is procedural and constitutes a very complex element, it should be placed at the center of this research question: What are the impediments and p...
From a formative perspective, learning assessment serves to promote student learning. This is achieved through the most appropriate pedagogical support from teachers, which contributes to the regulation of teaching and learning activities in the sense of training, with the aim of improving educational quality, which translates into the development of students' potential throughout the learning process. Based on the assumption that learning assessment is procedural and constitutes a very complex element, it should be placed at the center of this research question: What are the impediments and possibilities for the implementation of formative assessment in the teaching practice of high school teachers in regular state public schools? In the educational context, this topic is very significant and deserves further analysis, with the aim of better understanding and identifying, based on the obstacles, the possibilities of what is necessary in order to contribute to the promotion of formative assessment in teaching practices developed in high school.
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