Escalas de proficiência: diferentes abordagens de interpretação na avaliação educacional em larga escala

Abstract

The educational evaluation on large scale is a public policy on education with great prominence in Brazilian education. Its main target is to analyse the quality of education, coming with important contribution to discussions, researches and actions concerned with education. It can show guidelines in searching for a better quality of the school systems, a more suitable distribution of the wherewithal, and the development and monitoring of the public policies able to contribute to equality promotion and to temper the weight of social inequalities over school performance. Analysing the evaluation results, the interpretation of the proficiency scale can help the work developed in the schools looking for the learning construction, which may help the teacher understand the reality of his school community and working as another way to look over education, bringing new pieces of information that may be incorporated to his daily evaluation. These contributions may show up through proficiency scale analysis that bring qualitative value together to results interpretation. Thus, through the interpretation of proficiency scale on Portuguese Language in Year 5, built up by statistic data and items from Simave/Proeb – 2006, and according to the methods of Saeb and Geres Project and Cluster Method, it is possible to consider that the criteria differences in constructing the proficiency scale also imply in differences in interpretation and contributions that these scales may bring to teaching practice. Having a better comprehension of the proficiency scale, the teacher can use better the results of educational evaluation on large scale, and therefore, bring information together to the knowledge the teacher has about his school reality and the work developed there. To understand and use the results with quality, however, it is needed investment in policies of teaching formation in the area of educational evaluation on large scale, a better presentation of the results that are distributed in the schools and the data publishing in a contextualised way with each school reality, preferring the social usage of the results of educational evaluation on large scale.