Avaliação da aprendizagem dos alunos do ensino secundário em Cabinda/Angola

Abstract

This thesis addresses the learning assessment practices in secondary schools in Cabinda province / Angola, especialy in two schools. The overall objective of the research was to analyze the evaluation process in the recent past and today, by identifying the changes and continuities of undesirable practices that occur in this process. So as to achieve this goal we departed from an exploratory study, using as techniques of data collection the document analysis, questionnaires, classroom observation and tests and conducting interviews in order to identify and analyze the teachers and students opinion on the learning evaluation system. The survey was conducted in 2014 and 23 teachers and 78 students participated in it. Through the data collection instruments The following elements were identified and analyzed: the infrastructure conditions and school equipment; the number of students per class; working conditions provided to the service teaching service activity; the teacher pay; the evaluation practices used more often by teachers; acceptances and objections to the changes as for the teachers, given the educational policies proposed by the reform of the education system; the existence of other factors related to the evaluation process that contributed to the change of teachers behavior ; ruptures and continuities in the evaluation process. Beside this, samples were sought by the teachers, students and educational authorities information on measures that would help overcome undesirable practices in the evaluation process. The results show that the tuition fee circulation in the relationship between teachers and students is still present in the practice of evaluation of some secondary school teachers in Cabinda. But despite this, the improvement of some aspects in the educational setting has caused changes in the behavior of some teachers regarding undesirable practices that occurred in the evaluation process. The results also showed that teachers use more often to assess their students, the written tests at the expense of other instruments. They also show that continuous assessment is not present in the pedagogical practice of teachers, despite the emphasis given by the law to this type of assessment. The data also indicate that there is an excessive concern for marks, to both teachers and students. Finally, it was found that there is little investment in teachers training, which also undermines the process of changes in the learning evaluation system.