MORAES DOS SANTOS, Edirnelis. Co-assessment as formative tool in the learning-teaching written production in portuguese as a foreign language . []. , 16, 3, pp.037-042. ISSN 1806-5821.

Abstract Verifying how much learners can develop in a foreign language learning process is not that easy. Many theories have helped teachers to assess their students' progress. However, assessment is not a job that lies only on the teacher's shoulder: learners also must feel responsible for assessing their own learning. In this essay, we aim at presenting co-assessment as a formative tool in the teaching and learning of writing in Portuguese as a foreign language, having as an example the production of an opinion article. In order to achieve our goal, our theoretical route includes theories about formative assessment (self-assessment, self-regulation and co-assessment). We will also, discuss about Didactics Sequence, explaining how it may help teachers to explore and promote moments of co-assessment of students' writing productions. Therefore, we intend to show that if tools such as co-assessment are used, "negatives" attributes which are usually related to assessment might be questioned, as the teacher and learner will adopt new attitude: the teacher is no longer seen as the one to "correct" and the learner is not the one to be "corrected" any longer; both of them are responsible for the writing production assessment. © Cien. Cogn. 2011; Vol. 16 (3): 037-042.

: co-assessment; formative assessment; didactics sequence; written production; portuguese as foreign language.

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