Análise da produção escrita como estratégia de avaliação diagnóstica no ensino médio

Abstract

This work presents research that covers analysis of writing as a form of diagnostic evaluation of a students first year of high school in the city of Dammam. After studies on assessment and diagnostic evaluation, devised a diagnostic test consisting of five math discursive issues addressed some of the skills present in the descriptors of proof of Brazil 8th grade 9th grade of elementary school math discipline. Had to get through the diagnostic test an analysis of written work based on content that had been worked out in previous years. The methodological approach adopted is predominantly qualitative, subsidized by content analysis techniques. In addition, initially, were resolved the five questions that comprised the test, thus creating, topics to be considered in the Act of correction. And from then on, ratings were held through credits, written descriptions of each student and groupings of resolution of the common issue. To terminate the analysis was limited to note hit by student would, if considered on their school performance. As main outcomes, the resolutions are for the most part, the lag of some content (Pythagorean theorem; volume and capacity concepts; reason and proportion; three simple rule; and area measures equation of second degree) leading to reflection on how to act when faced with content to be worked from the prerequisites not dominated. It is hoped that this work, in addition to corroborate with close analysis of written investigations, can also contribute to teachers, who teach mathematics in basic education, including this evaluation method in their practice, since only the result brings few clues about learning of students and that the information obtained can assist in planning future interventions in order to explore, identify, adapt skills and learning of students.