Government guidelines for the practice of learning assessment in the Covid-19 pandemic scenario in the state of Paraná

Abstract

This article is the result of research aimed at examining concepts that guide the learning assessment process during the Covid-19 pandemic scenario and its implications for teachers’ pedagogical practice. The research methodology is a qualitative approach and the data used are the official documents − Deliberations of the State Council of Education− destined to basic education schools in the state of Paraná. The analyses highlight that the documents focus on monitoring the development of remote classes; they provide little guidance on how to conduct assessments and promote students. They focus on performance and results obtained and on the care taken in producing reports on the classes offered, in a way that prioritizes recording activities over the effectiveness of promoting student learning.

Learning Assessment; Covid-19 Pandemic; Pedagogical Practice