Avaliação em larga escala da alfabetização: um estudo sobre elementos demarcadores dos níveis de complexidade das habilidades de consciência fonológica

Abstract

The present dissertation is developed within the scope of the Professional Postgraduate Program in Management and Evaluation of Education (PPGP) of the Center for Public Policies and Evaluation of Education at the Federal University of Juiz de Fora (CAEd/UFJF). This is a study based on the possibility of (re)defining processes of a technical work carried out by the CAEd: elaboration and review of items that make up the evaluation tests. In this sense, the text is based on a study of elements that demarcate the complexity of literacy items that assess phonological awareness. This is an important milestone in the process of initial formation of readers, which consists of a set of skills that allow children to think about words from the different sound segments that form them simultaneously with the graphic design of the letters. The research investigates items that assess specific descriptors of the first part of the Portuguese language reference matrix, containing statistical data generated on a scale, in which children's proficiency is calculated by the mathematical model generated in three parameters -Item Response Theory. We seek to understand the statistical behavior and the pedagogical and theoretical aspects of a set of skills of the CAEd reference matrix aimed at evaluating the appropriation of the writing system, identifying types of cognitive operations manifested in tasks of reading words and units smaller than the form. To this end, we place the production of items for educational assessment in the context of CAEd's work processes), reflecting on the large-scale assessment of literacy and analyzing the set of statistically valid literacy items. Theoretical discussions in the field of Linguistics support the description of the linguistic nature of the descriptors analyzed; statistics help to define methodological criteria for the selection of valid items; and the large-scale assessment of literacy contextualize phonemic and phonological awareness as important milestones in the development of reading training. The Action Plan is based on professional development with a proposal to study the research results that reverberate in the work processes of the item bank.