TEXT 1
The new High School English teacher has heard her colleagues use the following adjectives to characterize
her students: noisy, challenging and disinterested. However, she knows that adolescence is a developmental
stage influenced by biological, cognitive and affective factors and that necessary pedagogical adjustments
are needed to meet the unique demands of this time. In any case, this reality poses a challenge for her, as
she has the task of developing reading and writing skills in English. To meet these requirements, the teacher
wishes to seek alternative assessment methods that encourage students to read and produce collaborative,
critically reflective texts from which they can construct ideas and develop their argumentative and creative
skills. She recognizes that her role should be that of a facilitator in the writing process.
TEXT 2
Due to the qualitative leap in intelligence during the adolescent stage of development, a more mechanical and
traditional approach to teaching, learning and assessment that focuses solely on performance by the teacher
and learning by the student, without encouraging genuine interaction between them, is more likely to lead
to fatigue, discouragement and lack of engagement with the new language being learned. It also becomes
clear that teaching based on an exclusionary methodology, ignoring the feelings and needs of these students
and increasing their distance from the teacher, does not reach the world of adolescents. However, if they
are guided by a meaningful approach to learning, encouraged to actively participate in the classroom and
in decision-making processes, and feel that their thoughts and opinions are valued, the process of language
learning, teaching and assessment can take a different direction that makes sense to them.
ROCHA, C. H.; BASSO, E. A. Ensinar e aprender língua estrangeira nas diferentes idades – reflexões para professores e formadores.
São Carlos: Editora Claraluz, 2008 (adapted).
Based on the information presented, an assessment strategy that is consistent with the teacher’s aims and
the characteristics of the developmental stage in question involves

Question

TEXT 1
The new High School English teacher has heard her colleagues use the following adjectives to characterize
her students: noisy, challenging and disinterested. However, she knows that adolescence is a developmental
stage influenced by biological, cognitive and affective factors and that necessary pedagogical adjustments
are needed to meet the unique demands of this time. In any case, this reality poses a challenge for her, as
she has the task of developing reading and writing skills in English. To meet these requirements, the teacher
wishes to seek alternative assessment methods that encourage students to read and produce collaborative,
critically reflective texts from which they can construct ideas and develop their argumentative and creative
skills. She recognizes that her role should be that of a facilitator in the writing process.
TEXT 2
Due to the qualitative leap in intelligence during the adolescent stage of development, a more mechanical and
traditional approach to teaching, learning and assessment that focuses solely on performance by the teacher
and learning by the student, without encouraging genuine interaction between them, is more likely to lead
to fatigue, discouragement and lack of engagement with the new language being learned. It also becomes
clear that teaching based on an exclusionary methodology, ignoring the feelings and needs of these students
and increasing their distance from the teacher, does not reach the world of adolescents. However, if they
are guided by a meaningful approach to learning, encouraged to actively participate in the classroom and
in decision-making processes, and feel that their thoughts and opinions are valued, the process of language
learning, teaching and assessment can take a different direction that makes sense to them.
ROCHA, C. H.; BASSO, E. A. Ensinar e aprender língua estrangeira nas diferentes idades – reflexões para professores e formadores.
São Carlos: Editora Claraluz, 2008 (adapted).
Based on the information presented, an assessment strategy that is consistent with the teacher’s aims and
the characteristics of the developmental stage in question involves Alternativa A: the development, in pairs, of compositions referencing topics chosen by the teacher and previously
read in class, with correction based on the use of a scoring scale. Ou Alternativa B: students in reading a text and writing a critical review which will be marked based on criteria previously
established by the teacher, serving as a reflection for the improvement of future written work. Ou Alternativa C: students in choosing what to write, producing texts, reading each other’s texts and creating reflective
portfolios with their best productions after having received feedback based on negotiated criteria. Ou Alternativa D: the production of comics on topics discussed in a previous lesson; correction is made by marking the texts so
that each student recognizes what they did wrong and what they did right in order to avoid the same problems.

Qconcursos · Accepted Answer

Alternativa [C] students in choosing what to write, producing texts, reading each other’s texts and creating reflective
portfolios with their best productions after having received feedback based on negotiated criteria. Gabarito: CFundamento decisivo: O ponto decisivo era comparar as alternativas com a exigência do enunciado por um método que envolvesse autonomia discente, colaboração, reflexão crítica e critérios negociados; entre as opções, só C reúne esses elementos.Tema central: avaliação formativa participativaAnálise das alternativasAErradaEmbora haja trabalho em pares, o tema é escolhido pelo professor e a correção se apoia em escala de pontuação. Isso mantém a avaliação em lógica mais tradicional e pouco participativa, sem valorização efetiva das opiniões dos adolescentes nem participação deles nas decisões avaliativas.BErradaA proposta incorpora reflexão para melhorar produções futuras, o que se aproxima da avaliação formativa. Mas a tarefa e os critérios continuam definidos pelo professor, sem colaboração entre estudantes, sem negociação e sem protagonismo discente mais amplo; por isso atende só parcialmente ao que o enunciado exige.CCertaA alternativa C é a única que reúne escolha do que escrever, produção de textos, leitura entre colegas, portfólio reflexivo, feedback e critérios negociados. Assim, ela se ajusta ao que os Textos 1 e 2 pedem para adolescentes: participação ativa, construção compartilhada e professor como facilitador no processo de escrita e avaliação.DErradaO gênero pode trazer criatividade, mas o modo de correção permanece centrado em marcar erros e acertos. Isso não atende ao núcleo da questão, porque falta negociação de critérios, participação dos estudantes no processo avaliativo e construção reflexiva compartilhada.Pegadinha da questãoA confusão explorada foi tomar um elemento isolado como suficiente: atividade criativa, trabalho em dupla ou alguma dimensão formativa não bastavam sem autonomia discente, participação ativa e critérios negociados.Dica para questões semelhantesQuando o enunciado destacar adolescência, participação e valorização das opiniões, procure alternativas com protagonismo discente também na avaliação.Avaliação formativa, sozinha, não resolve; verifique se ela vem acompanhada de colaboração, reflexão e feedback.Se o professor controla tema e critérios de modo unilateral ou a correção se reduz a pontuação e marcação de erros, a proposta tende a se afastar do papel de facilitador.Em questões desse tipo, a correta costuma ser a que combina autonomia, interação entre pares e construção compartilhada dos critérios.

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TEXT 1 The new High School English teacher has heard her co...

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