DIFFICULTIES IN EVALUATING THE PERMANENT SYSTEM OF ASSESSMENT OF EDUCATION IN CEARÁ - SPAECE IN THE 3aSERIES OF MIDDLE EDUCATION

• DOI: https://doi.org/10.22533/at.ed.5585112523071

• Palavras-chave: difficulties, assessment, SPAECE, secondary education

• Keywords: difficulties, assessment, SPAECE, secondary education

• Abstract:

  The Permanent Evaluation System of the State of Ceará - SPAECE has been an essential tool for shaping and monitoring educational policies in Ceará, providing data for reflection and corrective action. However, the excessive focus on external evaluations can divert attention from other issues that are equally important for improving education. Thus, the general objective of the study was: To determine existing difficulties in the Evaluation of the Permanent System for the Evaluation of Education in Ceará - SPAECE in the 3asgrades of High School in Mauriti - CE, in 2024, and to achieve this, specific objectives were established: to identify didactic-pedagogical difficulties, to identify school organizational difficulties and to enunciate organizational difficulties of the system in the evaluation of SPAECE in this city. The research had a quantitative approach and was characterized as non-experimental, descriptive, cross-sectional and used a survey and instrument as a data collection technique. It was theoretically based on studies by Aragão (2021), Luckesi (2022), Paro (2017), Hoffman (2016), Sousa and Ferreira (2019), Bandalise (2011), Andrade et al., (2024) among others and its main results were that the SPAECE assessments alter classes, which focus on specific content in these assessments, and the type of task proposed, interfering in the way students are assessed. It was concluded that it is in the didactic-pedagogical sphere that the difficulties stand out the most, along with the difficulties related to the Permanent Assessment System itself, and the school's organizational difficulties are not as significant.