Resumo

CONTI, Lilian Maria Carminato; POSTALLI, Lidia Maria Marson  e  SOUZA, Deisy das Graças de. Formal Evaluation and Teachers' Knowledge on Literacy in Early Childhood Education. Estud. pesqui. psicol. [online]. 2021, vol.21, n.spe, pp. 1728-1750. ISSN 1808-4281.  http://dx.doi.org/10.12957/epp.2021.64043.

This study has compared preschoolers' assessment results applied by teachers with results obtained by the Emergent Literacy Scale applied by the researcher. For the study, twenty students from four classes of the last year of early childhood education and their teachers participated. Each teacher indicated three low-performing students and three high-performing in the classroom activities. The Scale was applied by the researcher and a Scale based questionnaire was filled out by the teachers. The results showed that the teachers' assessments had high scores attributed to the indicated students with high performance, approaching those obtained with the Scale. For eight of the twelve indicated students with low performance, the teachers' evaluations showed a lower concept than the score measured by the Scale. The results contribute to discuss educational practices since, on some occasions, the teacher can identify the student's difficulty in learning certain contents. Future studies should consider planning and provision activities in teacher training.

Palavras-chave : early childhood education; literacy; teachers' knowledge; assessment; learning.

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