Basic Educational Assessment System: An analysis of the period between 2016 and 2022
The present study aims to analyze the main changes that occurred in the Basic Educational Assessment (SAEB) between 2016 and 2022. To this end, qualitative research was used through document analysis, with the use of technical reports, historical documents, and relevant legislation. The study highli...
| Autores: | ; |
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| Tipo de documento: | Artículo |
| Estado: | Published version |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | UNESP |
| Repositorio: | Revista Política e gestão educacional |
| Lenguaje: | Portugués Inglés |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/19089 |
| Acceso en línea: | https://periodicos.fclar.unesp.br/rpge/article/view/19089 |
| Nivel de acceso: | Acceso abierto |
| Palabra clave: | SAEB Basic Educational Assessment IDEB Evaluación de la educación básica Avaliação da Educação Básica |
| Sumario: | The present study aims to analyze the main changes that occurred in the Basic Educational Assessment (SAEB) between 2016 and 2022. To this end, qualitative research was used through document analysis, with the use of technical reports, historical documents, and relevant legislation. The study highlights a period of major changes, followed by a pandemic and stagnation. In the analyzed period, a common national curriculum base was implemented, which brought significant changes to the SAEB. Among the main changes over this period are the inclusion of new curriculum components in the evaluation, unification of assessments, and evaluation of literacy in the 2nd year of elementary school. It is concluded that changes were planned between 2017 and 2018 in the analyzed period, and in the later period, these changes were simply implemented. |
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