School evaluation in the view of psychology students and teachers: the daily routine in the classroom
DOI:
https://doi.org/10.5433/1679-0383.1995v16n3p20Keywords:
School-evaluation, school instruments, school performance, teaching-learning processAbstract
The present study had as object checking the position of teachers and students around a polemic question -school evaluation -and verifying through the results from both groups the coherence between evaluation speech and evaluation praxis. Three teachers from Social and Institutional Psychology Department and five students for each teacher investigated (15 students) were interviewed. The results were collected by instruments previous elaborated. There were used structured with the teachers and questionnaires with the students. The results reveal different positions among teachers when talking about evaluation. Students criticize individual written tests because they demand the reproduction of the content given and memorization although they think it is the on/y way to evaluate the process of teaching and learning.
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