This proposal was based on a structural model for analyzing formative assessment that is composed of interrelated processes: communication of expectancies and success criteria, elicitation, collection and interpretation of information, provision of feedback, and regulation of learning. To help the teacher in the implementation of formative assessment, specific practices were articulated with those processes, namely the problem-based learning (PBL) methodology and Hofstede's cultural dimensions. For one semester and a half, the performance of 55 students was statistically evaluated. Competences and abilities were assessed in problem situations taken from Exame Nacional do Ensino Médio, and the cultural profile was determined by the Value Survey Model 1994 questionnaire. As a result, there was an improvement in both students' academic performance (p<0.05) and behavioral performance (p<0.05). However, as rating is a requirement in the system, the evaluation was at an intermediate degree between classificatory and formative. Supportive feedback forms included in the school’s pedagogical plan favored the practice of formative assessment.
Teaching of biology; Formative assessment; Problem-based learning; Questioning method; High school