Classificatory learning evaluation: on the opposite way of the new educational paradigms

Abstract

Learning evaluations are elements of great relevance to the educational system. However, its merely classificatory practice persists in the educational environment, being it questioned and considered far from the new educational paradigms. Thus, this paper has like objectives: to analyze the main perceptions about learning evaluations; and, to cite the main problems caused by classificatory evaluations to the students. This is a bibliographic study with a qualitative approach, with a descriptive approach, through which we analyzed the main understandings of the authors listed for this paper about evaluations. So, the analyzed data come from books, theses, dissertations and articles, through which it was detected that evaluations are essential elements to the educational environment, but their classifying practice is harmful to the educational environment, because it causes evils such as: psychological effects, exclusion, gender discrimination and insufficiency in improving the teaching-learning process. Therefore, it is necessary that educational systems adapt to the new evaluation paradigms, among which diagnostic and formative evaluations are highlighted. Such evaluation modalities are essential for the improvement of Brazilian public education.