Apresentação elaborada em 2008 para disciplina de Laboratório de Ensino de Língua Inglesa do Curso de Letras da UNISINOS.

1. EVALUATION ACCORDING TO THE PCNs:
National Parameters for Education in Brazil
Raquel Salcedo Gomes

2. PCNs
Guidelines and Instructions for Education in Brazil
National Parameters for Education
MEC - 1998

3. DEFINITION
“Evaluation is an integrated and intrinsic aspect of the
educational process, going beyond the traditional view, which
focuses on the external control of the student by the use of
grades and marks.”
Feed Support Guide
Functions of Evaluation:
Pedagogical Action

4. Conceptual contents
Procedural contents
Attitudinal contents
Regarding to the student, not only conceptual contents
should be evaluated, but also procedural and attitudinal contents.
A way to identify the causes, reasons; to
understand what was reached and why
A tool for checking the teacher’s
performance
EVALUATION AND STUDENT
Evaluation
How much the students know
How students deal with knowledge
How students bring knowledge to their lives

5. Dynamic
Process
Interaction
TEACHING
Content
Teacher
Student
Evaluation

6. Evaluation
ContinuousSystematic
qualitative interpretation of
the learned knowledge
It helps take decisions regarding
content, methods and objectives.

7. EvaluationTest =
Evaluation Tool
Careful Preparation
Feedback
Students should not be afraid of tests;
they should feel safe about them and
understand their importance and objectives.

8. FORMATIVE EVALUATION
Check if teaching and learning are working well during the
process, not after it, so whatever needs improvement may be
changed and solved (different from summative evaluation).
flexibility
Self-evaluation
Teacher evaluation
Investigation towards the procedures
adjustments
Formative Education includes:

9. WHO BENEFITS FROM IT:
Teacher
Students
Parents
Society Effectiveness of education
Feedback about their children’s performance
Report on their learning
Tool for checking, analyzing and changing
methods and procedures

10. AFFECTIVE ASPECT
Regarding foreign language teaching there is another aspect
that must be taken into consideration – the affective aspect – once
it can make the learning process more difficult.
 Non-communication frustration
 Lack of orientation and intuition towards what is right and
wrong in the foreign language
 Difference between teaching style and student’s learning
style.
Elements that make learning difficult:

11. These elements come from three main
dilemmas/problems:
 Differences between native and foreign language
 Dilemma between focus on language structure and
language usage
 Choice between rational and intuitive learning
All these topics should be considered
during the teaching process and in the evaluation

12. COHERENCE BETWEEN TEACHING AND EVALUATION
C
O
N
T
E
N
T
E
V
A
L
U
A
T
I
O
N

13. EVALUATION CRITERIA
Teacher should have in mind criteria for evaluating each
of the four skills in language learning, in accordance with
the students’ level and grade.
5th and 6th grades 7th and 8th grades
World and textual knowledge
Systematic knowledge

14. AN INTEGRATED AND CONTINUOUS PROCESS
Valuable instrument for enriching and improving the
learning process, so that the foreign language learned may
not be so “foreign”.
Evaluation

15. The End