Apropriação de resultados da avaliação de fluência em leitura: análise das devolutivas elaboradas para este instrumento

Abstract

The general objective of this research is to identify how the Professional Development Team at the Center for Public Policy and Educational Evaluation at the Federal University of Juiz de Fora (CAEd/UFJF) provides feedback on the results of reading fluency assessments. It also aims to identify how this feedback can be improved so that the assessment users understand their results and use them to improve the pedagogical quality of their schools. To achieve this, a detailed description was made of how this feedback was conducted until the period in which this research began - 2022 - using documentary and bibliographic research methodologies. Thus, to support the descriptive chapter, specialized bibliographies on reading fluency assessment were consulted, such as Rasinski (2006), Kuhn et al. (2010), Hudson et al. (2005), Logan (1997), Toledo et al. (2024) and others. To deepen the importance of appropriating the results for the educational evaluation process, the bibliographies of Fontanive et al. (2007), Bracho (2016), Pinkasz (2021), Sousa and Oliveira (2010), Borges (2019), and others were used. Next, semi-structured interviews were conducted with six partners who implement the fluency assessment, to understand how they perceive the feedback given to them. The improvements that were mentioned by at least two different interviewees were then categorized. Finally, this study presented an Educational Action Plan (EAP) that suggests how to incorporate the improvements pointed out by the partners into the feedback that are drawn up for the reading fluency assessment. Some actions fall exclusively to the Professional Development team, while others require intersectoral and multidisciplinary work to implement.