Abstract:

This paper focuses on the learning evaluation process in the scope of the basic school education, based on children's experiences and voices in the school context, in Portugal. The state of art from the beginning of the XX century allows us to understand the development context of the two main approaches used for the evaluation inside the classroom: regardless of being based on evaluation diagnostic, formative and summative or whether they are based on self-evaluation, as self-regulation of learning, taking into account the appreciation of the procedures related to the evaluation criteria. The choice of a qualitative study, using the case study methodology, conducted through group interviews, allowed us to analyse the data to find that children give us a sketch of learning indicators that must be read as a basis for questions and to be taken into consideration for the improvement of the evaluation process in a school driven to achieve the success of all students. Children's perceptions and knowledges in basic education point to an assessment through marking of tests on which the students do not know the value assigned to the questions and answers but at the same time allows the verification of the whole program content.

Keywords:

childhood, learning evaluation, self evaluation, evaluation criteria, children's.