According to Kenski, Oliveira and Clementino (2006), the diagnostic evaluation “is inserted in the teaching-learning process as an element capable of provide the collection of fundamental data to support the planning of a course that admits flexibilities, reconfigurations, fits and reviews”.
Also, according to Kenski, Oliveira and Clementino (2006) in the formative assessment, “all possibilities are gathered of support to the student throughout their trajectory, taking into account their interests, aspirations, experiences and realities needs”.
Given the above contributions, we can think of an assessment process with a multidimensional character, in which present from a planning, with a contextualized format, then giving a meaning to the context pedagogical.
Every evaluative process requires attention to the identified limits, whether in a previous diagnosis, then trying to overcome and dare in what refers to its desired challenges and potential.
We realize the importance of totality in every evaluation path, as the particularity in the sense of dissociation from the moments of learning and evaluation causes instability.
We must have a holistic view of formative assessment (continuous and procedural), thinking about a dynamic assessment, that is, in movement that permeates the entire educational space.
Therefore, it is worth emphasizing the importance of self-assessment as a permanent strategy in every assessment process.
Bibliographic reference
KENSKI, V.; OLIVEIRA, G. P.; CLEMENTINO, A. Assessment in motion: formative strategies in online courses. In: SILVA, M.; SANTOS, Edméa (Org.). Assessment of online learning. São Paulo: Loyola, 2006, p. 88.
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Per Rodiney Marcelo
Columnist Brazil School
education - Brazil School
Would you like to reference this text in a school or academic work? Look:
DANTAS, James. "Assessment in a multidimensional approach"; Brazil School. Available in: https://brasilescola.uol.com.br/educacao/avaliacao-numa-abordagem-multidimensional.htm. Accessed on June 27, 2021.
