A avaliação formativa no ensino de leitura a partir do que sinalizam os resultados de avaliações em larga escala

Abstract

This study analyzes the role of formative assessment in reading instruction, based on how Portuguese language teachers interpret and use data produced by large-scale assessments. The central hypothesis assumes that, if such data are pedagogically appropriated with intentionality, they can effectively support the development of students’ reading competence. The general objective of the study is to investigate how the results of large-scale assessments, when analyzed from a formative perspective, can support the improvement of reading instruction. The specific objectives are: (1) to identify the reading instruction strategies used in Portuguese language classes; (2) to analyze the influence of large-scale assessments on teaching practices; and (3) to examine how the results of these assessments are used by teachers. This is a qualitative research study, based on semi-structured interviews with seven teachers. Data analysis followed the principles of content analysis (Bardin, 2016) and was grounded in a theoretical framework composed of authors such as Cassany (2006), Kleiman (2004, 2016), Koch and Elias (2018), Solé (1998), Fernandes (2009), Passarelli (2011, 2020), Santos Guerra (2007), Black and Wiliam (1998, 2009), Luckesi (2011), Perrenoud (1999), Alves and Cabral (2015), Bonamino and Souza (2012), among others. The findings indicate that, although teachers acknowledge the importance of large-scale assessments, the data they produce are still underutilized as tools for pedagogical intervention. The lack of critical mediation, limited time for analysis, and the absence of ongoing professional development hinder their effective use. Thus, over the course of this research, the thesis was confirmed that the effectiveness of large-scale assessments depends on their integration into a formative culture that views assessment as an inseparable part of the teaching and learning process