O feedback e suas contribuições à avaliação para a aprendizagem

Abstract

Assessment for Learning, despite being a field of study that has been growing over the years (BORRALHO; CID; FIALHO; 2019), still has little literature focused on the contributions that feedback can provide, especially in the context of basic education. Therefore, the present work aims to “analyze the extent to which feedback can contribute to Assessment for Learning”. To this end, theoretical survey and systematic review procedures were carried out regarding the feedback, the latter carried out on the Scielo, Google Scholar platforms and on the publication websites of five scientific journals with a scope focused on Assessment, delimiting the period from 2018 to 2023 . The articles selected through the inclusion and exclusion criteria, considered in and for the systematic review constituted the corpus analyzed with a view to answering the following question: "How does feedback contribute to assessment for learning? Aiming to answer the proposed question, we used the following specific objectives: a) discuss the concepts of assessment of and for learning; b) understand the types of feedback, as well as the contexts that can be used within the scope of assessment for learning; c) analyze academic productions from 2018 to 2023 about the contributions of feedback to assessment for learning. To develop these objectives, dialogue is held with authors in the area of Assessment who are most cited in the selected articles: Villas Boas and Esteban (national references) and Fernandes (international reference), as well as with the articles selected in the systematic review. The results indicate the emerging need to expand feedback research and practices, considering the potential it presents for the evaluation of learning, as learning and for learning (VILLAS BOAS, 2022).