Evaluation, practical and learning Many are the practical avaliativas gifts in our educational system and these are conceived of different theories and pedagogical conceptions. Inside of this perspective, the practical avaliativas tend to come from diverse experiences and ways of beliefs and principles. The all moment, us educators we are front to the many changes, however defending a theory, however excluding others. What it allows in them to say that, the way to evaluate lives under constant transformations and throughout the times, it comes if adjusting to the pedagogical conceptions and current theoreticians who more agree to the socioeconmico moment, cultural and politician where if she not only finds the education as the country. When arguing on the forms to evaluate, we are placing in reflection the validity of the process education learning, therefore from a good evaluation, we can consider if it was or not excellent the learning and if this he is or not transitory.
It has many forms to elaborate instruments and here it is important to stand out that its results cannot be definitive. After all, each pupil has its form to learn and to be evaluated. We have many types of evaluation, are they, written and verbal work, tests and tests, questionnaires, memorial, portflio, reports, projects, interpretations, at last, varied forms that can and must be used with frequency. The research form also is another good referencial for a practical one of learning and consequentemente, a satisfactory evaluation. It is of utmost importance to consider that the differentiation of the types of evaluation, therefore this can provoke in educating a possible change, and believes that for better. It is known that the traditionalism had its contributions there, that small exactly more significant. However, we must lead in account that is necessary to revigorate the form to evaluate.
However, as well as in the learning, the way to evaluate needs to reach concrete and excellent objectives, or will be to the edge of the evaluation without success. When planned well, constructed and worked, the types of evaluation alone tend to help in the development of educating, therefore, practical varied of exercises the alone one contributes for the growth of educating. If we think about a good construction of the evaluations, think about its application of clear, enlightening, contextualizada and objective form. The parameters go since the necessary language to a significant, coherent content, with intentions and aiming at the good reasoning. You are welcome it advances to evaluate for evaluating, is essential to reach horizontes (when it is said in horizontes, they are not only numbers, but, a significant and duradora learning). Although, our history tends to transpose other attitudes, passes the life all developing classificatrias evaluations, selective and many times, exculpatory. This, leaving of the principle that in we only give account to them of the necessity of the formative evaluation. What it is intended here is to search alternative of change, but a satisfactory and compensating change; to search one practical one to evaluate better, not only for the good of educating, but also of the educator, therefore this last one, with certainty, will earn very with a firmer and significant learning of its pupils.