ASSESSMENT AND TECHNOLOGY: TEACHING CONCEPTIONS AND PRACTICES IN CONSTRUCTING AN ASSESSMENT FOR PERSONALIZED LEARNING

Learning assessment is an element of teaching practice that can contribute substantially to improving learning when it identifies advances and difficulties and serves as a basis for planning and restructuring teaching and learning processes. In this sense, the evaluative practice, in addition to its traditional ways of carrying it out, through tests and written tests, can be developed using digital tools, as occurred systematically during the period of suspension of face-to-face school activities due to the COVID-19 pandemic event. In this context, this study aims to: analyze the use of digital technologies by teachers of the state education network in Pernambuco, Brazil, considering the experience lived during the pandemic period, the design stage of an evaluation proposal for learning personalized. The theoretical framework brings reflections on learning assessment and hybrid teaching models. The research has a qualitative nature and is carried out through open interviews with teachers from two schools in the state network of the four areas of knowledge established by the BNCC: Languages and their Technologies, Mathematics, Natural Sciences, Humanities and Applied Social Sciences. The results point to the difficulties of creating a digital culture as well as the potential of digital resources for the assessment of learning and the importance of continuing education that considers the experience of teachers and the experimentation of different resources.