Austrália, Brasil e Canadá: impacto das avaliações no ensino de ciências

Translated title of the contribution: Australia, Brazil & Canada: the impact of assessment on science teaching

Paulo Sergio Garcia, Xavier Fazio, Debra Panizzon, Nelio Bizzo

Research output: Contribution to journalArticleResearchpeer-review

Abstract

The global testing culture has expanded rapidly in recent decades. In these
assessments, the most commonly tested areas are those of Language and
Mathematics (LM). The focus and accountability policies have brought consequences for the teaching of the sciences. Based on recently published research, the present study gathers evidence collected in Brazil, Canada and Australia in order to understand the implications of these policies for the teaching of the sciences. The results showed that both the culture of testing, with its emphasis on LM, and accountability policies have generated a disregard and neglect of science teaching. This situation is caused mainly by the education systems and the school managers who create initiatives, actions and projects aimed at achieving LM results and targets.
Translated title of the contributionAustralia, Brazil & Canada: the impact of assessment on science teaching
Original languagePortuguese
Pages (from-to)188-221
Number of pages34
JournalEstudos em Avaliação Educacional
Volume29
Issue number70
Publication statusPublished - 2018
Externally publishedYes

Keywords

  • science teaching
  • tests
  • educational policies
  • accountability

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