EVALUATION FOR QUALITY EDUCATION:

This article aims to reflect and discuss assessment for quality education linked to the contributions of the Pedagogical Residency Program to teacher training. In this context, the objectives of the report consist of: Reflecting on the importance of quality assessment to redefine the teaching-learning process; Investigating the main contributions of the Residency Program to teacher training taking into account the articulation between theoretical and practical knowledge; and Discussing the impacts of the Pedagogical Residency Program on the assessment process of literacy levels of students in the 1st and 2nd grades of Elementary School. From this perspective, the methodology adopted to construct the questionnaire: Assessment for quality education on Google Forms consisted of qualitative-quantitative research, whose purpose is to consider both the contribution of the qualitative approach of worrying about the quality of the questions and answers presented and the quantitative approach that focuses on gathering sufficient data about a target group and a specific interest. The Active Methodology was based on the work developed in the Pedagogical Residency Program, with the aim of making students become active subjects in the teaching-learning process. The results show that teachers understand that the evaluation process is not a verification of the teaching-learning process, but rather an action that is part of the teaching-learning process, aiming to monitor students' learning in a meaningful and strategic way, understanding the importance of respecting the processes and different learning rhythms. In addition, it made it possible to think about the contribution of the Pedagogical Residency to immersion in the school field, articulating theory and practice, ensuring solid teacher training capable of understanding the dynamics of the classroom, taking into account its challenges and possibilities.

Abstract

This article aims to reflect and discuss assessment for quality education linked to the contributions of the Pedagogical Residency Program to teacher training. In this context, the objectives of the report consist of: Reflecting on the importance of quality assessment to redefine the teaching-learning process; Investigating the main contributions of the Residency Program to teacher training taking into account the articulation between theoretical and practical knowledge; and Discussing the impacts of the Pedagogical Residency Program on the assessment process of literacy levels of students in the 1st and 2nd grades of Elementary School. From this perspective, the methodology adopted to construct the questionnaire: Assessment for quality education on Google Forms consisted of qualitative-quantitative research, whose purpose is to consider both the contribution of the qualitative approach of worrying about the quality of the questions and answers presented and the quantitative approach that focuses on gathering sufficient data about a target group and a specific interest. The Active Methodology was based on the work developed in the Pedagogical Residency Program, with the aim of making students become active subjects in the teaching-learning process. The results show that teachers understand that the evaluation process is not a verification of the teaching-learning process, but rather an action that is part of the teaching-learning process, aiming to monitor students' learning in a meaningful and strategic way, understanding the importance of respecting the processes and different learning rhythms. In addition, it made it possible to think about the contribution of the Pedagogical Residency to immersion in the school field, articulating theory and practice, ensuring solid teacher training capable of understanding the dynamics of the classroom, taking into account its challenges and possibilities.