LEARNING ASSESSMENT: THE SEMI-INTEGRAL SCHOOL CONTEXT IN HIGH SCHOOL

Abstract

Much work has been done on the evaluation of learning over time and the difficulties of developing it in the school context, since each conception of learning requires a new conceptionof evaluation, so in Interdimensional Education, the school is expected to develop a Interdimensional Evaluation. This article succinctly deals with the evaluation that guides the analysis performed on the evaluation of learning in the context of the Semi-Integral, High School. The objective is to know the concept of Interdimensional Evaluation and how teachers and students understand this different form of evaluation in the public school in the periphery of Recife. To that end, a qualitative research was carried out. Descriptive in nature The collected data were examined through content analysis. The interdimensional evaluation system is part of an innovativepedagogical process, in which the student is evaluated continuously and not only in one The school of reference has been shown with a range of opportunities being offered to this clientele in order that everything that is offered if well administered willlead to school success. In this study we assert the hypothesis that teachers know and work interdimensional evaluation with knowledge ownership, but still need to be aligned in their actions and collaborate for the understanding of all and the involvementin the evaluation planning of learners.