O que o Regulamento Geral de Avaliação Moçambicano indica a respeito da avaliação formativa?

Abstract

In this article, we present the results of an investigation regarding the guidelines on formative assessment in the General Assessment Regulation of Mozambique, intending to characterize it from the comparison with the theoretical foundations of this assessment, with emphasis on the assessment processes and the precepts of assessment for learning and assessment as learning. Based on Content Analysis procedures, six categories of guidelines related to formative assessment emerged: Places; Purposes; Activities; Functions; Instruments; Teaching assignments. All categories are linked to formal formative assessment and some to informal processes implicitly. Thus, the prescribed formative assessment disregards unplanned research practices and learning support in current classes, which is configured as a limited view and with the potential to inhibit improvements in assessment practices in the classroom through reflection-in-action