Formative assessment as a mentor process in teaching and learning towards educational quality

Abstract

Evaluation is a process made complex by teaching and learning practices that can favor or limit progress in the students’ school career. The problem to be solved was oriented to support formative evaluation as a mentoring process for teaching and learning, given the high failure and dropout rates in recent years. The methodology favored the qualitative paradigm, where the grounded theory approach, field work and questionnaires, interviews, case studies and focus groups, led to the understanding that the formative practices, the diversification of strategic and comprehensive assessment, need to be considered within the components of the Institutional Student Evaluation System, according to the realities of each community. The research was developed with a population of 116 students, 33 teachers, 42 parents and 2 graduates, in total 193 participants. Teachers and former students, with their participation and experiences, made it possible to build other meanings where it was recognized that flexible, dynamic and participatory teaching, based on strategic planning and formative evaluation, enables accessible and inclusive environments for meaningful learning.