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A avaliação pode ser classificada em três modalidades: diagnóstica, formativa e somativa. Julgue as seguintes afirmativas:
I. A diagnóstica tem como principal objetivo determinar o nível de aprendizagem de cada estudante antes de iniciar um novo processo de ensino ou conteúdo.
II. A avaliação formativa é uma modalidade de avaliação que permite detectar e identificar deficiências na forma de ensinar, possibilitando reformulações na prática pedagógica.
III. A avaliação somativa é uma modalidade vinculada à noção de medida e relacionada à compreensão de que é possível aferir objetivamente as aprendizagens escolares.
São corretas as afirmativas:
Analise as frases abaixo e identifique os termos integrantes da oração:
I. Preciso “de ajuda” para concluir a prova.
II. Ele acreditou “em você”!
III. Você não concordou “com as nossas propostas”?
IV. O funcionário aspirava “a uma promoção”.
Leia as afirmações a seguir, sobre o Arcadismo brasileiro:
I. É característica do Arcadismo brasileiro a exaltação da natureza.
II. Os autores dessa classe literária buscavam inspiração na vida simples e bucólica.
III. Uma das características do Arcadismo brasileiro é a crítica social e política.
É (são) incorreta(s) a(s) afirmação(ões):
Complete the sentences.
1. This test is ___ than the last one.
2. My house is ___ than yours.
3. Today is ___ than yesterday.
Complete the sentences.
1. She enjoys ___ books.
2. They decided ___ early.
3. He avoided ___ the question.
Why Even Basic A.I. Use Is So Bad for Students
Last spring, it became clear to me that over half the students in my large general education lecture course had used artificial intelligence tools, contrary to my explicit policy, to write their final take-home exams. (Ironically, the course was titled Contemporary Moral Problems: The Value of Human Life.) I had asked them about some very recent work in philosophy, parts of which happened to share titles with entirely different ideas in medieval theology. You can guess which topics the students ended up “writing” about.
My situation was hardly unique — rampant A.I. cheating has been reported all over the country. But I felt a dread I struggled to express until a colleague articulated the problem in stark terms: “Our students are about to turn subcognitive,” she said. That was it. At stake are not just specialized academic skills or refined habits of mind but also the most basic form of cognitive fluency. To leave our students to their own devices — which is to say, to the devices of A.I. companies — is to deprive them of indispensable opportunities to develop their linguistic mastery, and with it their most elementary powers of thought. This means they will lack the means to understand the world they live in or navigate it effectively.
Fonte: Berg, Anastasia. The New York Times, 2025. Disponível em: https://www.nytimes.com/2025/10/29/opinion/ai-students-thinking-school-reading.html
Why Even Basic A.I. Use Is So Bad for Students
Last spring, it became clear to me that over half the students in my large general education lecture course had used artificial intelligence tools, contrary to my explicit policy, to write their final take-home exams. (Ironically, the course was titled Contemporary Moral Problems: The Value of Human Life.) I had asked them about some very recent work in philosophy, parts of which happened to share titles with entirely different ideas in medieval theology. You can guess which topics the students ended up “writing” about.
My situation was hardly unique — rampant A.I. cheating has been reported all over the country. But I felt a dread I struggled to express until a colleague articulated the problem in stark terms: “Our students are about to turn subcognitive,” she said. That was it. At stake are not just specialized academic skills or refined habits of mind but also the most basic form of cognitive fluency. To leave our students to their own devices — which is to say, to the devices of A.I. companies — is to deprive them of indispensable opportunities to develop their linguistic mastery, and with it their most elementary powers of thought. This means they will lack the means to understand the world they live in or navigate it effectively.
Fonte: Berg, Anastasia. The New York Times, 2025. Disponível em: https://www.nytimes.com/2025/10/29/opinion/ai-students-thinking-school-reading.html
Julgue as seguintes afirmativas sobre Revolução Industrial:
I. O grande impulsionador da Revolução Industrial foi o motor a vapor, que permitiu o desenvolvimento técnico para a transformação de recursos da natureza voltados à produção de energia e à mecanização.
II. O processo de industrialização na Inglaterra iniciou-se com as transformações tecnológicas na indústria têxtil.
III. Na Inglaterra, o enorme desmatamento decorrente da necessidade de matéria-prima para as indústrias causou a destruição da fauna e da flora locais.
São corretas as afirmativas:
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