Vol. 36 (2025)

View Vol. 36 (2025)
Vol. 36 (2025)
Published: 2025-01-28

Assessment Practices for Additional Languages

  • Dialogic reflexivity: A collaborative assessment in english language teaching

    Camila Haus
    e11474
    DOI: https://doi.org/10.18222/eae.v36.11474

  • Developing English teachers’ literacy in (self)assessment with children

    Juliana Reichert Assunção Tonelli, Thais Rossafa Tavares Balbino
    e11480
    DOI: https://doi.org/10.18222/eae.v36.11480

  • Development of literacy in the evaluation of spanish language teachers

    Emily de Carvalho Pinto, Sandra Regina Buttros Gattolin
    e11443
    DOI: https://doi.org/10.18222/eae.v36.11443

  • Assessment Literacy: Training raters for the Celpe-Bras written part

    Margarete Schlatter, Juliana Roquele Schoffen, Gabrielle Rodrigues Sirianni, Giovana Lazzaretti Segat
    e11489
    DOI: https://doi.org/10.18222/eae.v36.11489

  • A proficiency examination for foreign language teachers: History and advances

    Douglas Altamiro Consolo, Camila Sthéfanie Colombo, Rodrigo Nascimento de Queiroz
    e11463
    DOI: https://doi.org/10.18222/eae.v36.11463

  • Experiences of emergency remote teaching: Toward assessment for/in cyberculture

    Viviane Aparecida Bagio Furtoso, Leila Miyuki Saito
    e11459
    DOI: https://doi.org/10.18222/eae.v36.11459

  • Reading comprehension in English in schools with different educational formats

    Kurt Davi Goulart Brum, Neide de Brito Cunha
    e11287
    DOI: https://doi.org/10.18222/eae.v36.11287

Synthetic Indicators as Part of the Evaluation of Basic Education

  • Educational ICMS: Variations in the definition of equity in state regulations

    Ursula Dias Peres, Yasmin de Sousa Pinheiro, Lauana Simplicio Pereira, Gabriel Santana Machado, Rony Cardoso de Souza, Cristiane Branco Capuchinho
    e11797
    DOI: https://doi.org/10.18222/eae.v36.11797

  • Quota policy in the graduate program in Social History at FFLCH-USP

    Ana Carolina Sodré Ferreira
    e11801
    DOI: https://doi.org/10.18222/eae.v36.11801

  • School infrastructure indicator for brazilian schools

    Victor Gabriel Alcantara
    e11835
    DOI: https://doi.org/10.18222/eae.v36.11835

  • Indicators of the presence of physical spaces in schools

    Edmilson Antonio Pereira Junior; Michael Daian Pacheco Ramos, Dalila Andrade Oliveira
    e11794
    DOI: https://doi.org/10.18222/eae.v36.11794

  • Ideb and the challenges of education as a right: Proposals for (re)formulation

    Denilson Junio Marques Soares, Wagner dos Santos
    e11780
    DOI: https://doi.org/10.18222/eae.v36.11780

Articles

  • Accounting students’ performance in Enade

    Leonardo dos Santos Bandeira, Alison Martins Meurer, Elisabeth de Oliveira Vendramin
    e11700
    DOI: https://doi.org/10.18222/eae.v36.11700

  • Teachers’ attitudes in the state of Espírito Santo toward external assessments

    Wallacy Campos Prado, Denilson Junio Marques Soares, Silvana Ventorim, Wagner dos Santos
    e11380
    DOI: https://doi.org/10.18222/eae.v36.11380

  • An analysis of the complexity of mathematics items using Solo taxonomy

    Solange Maria Mol, Daniel Abud Seabra Matos
    e11415
    DOI: https://doi.org/10.18222/eae.v36.11415

  • Treatment of missing data in an educational evaluation with longitudinal data

    Luis Gustavo do Amaral Vinha, Jacob Arie Laros
    e11449
    DOI: https://doi.org/10.18222/eae.v36.11449

  • Assessment in a French school: A perspective on heterogeneity

    Emmanuella de Almeida Barros Figueirêdo Malheiros, Andrea Tereza Brito Ferreira
    e11472
    DOI: https://doi.org/10.18222/eae.v36.11472

  • Integral formation and evaluation of learning in integrated high school at IFC

    José Luis Machado, Reginaldo Leandro Plácido
    e11505
    DOI: https://doi.org/10.18222/eae.v36.11505

  • Assessment in history teaching in angolan primary education: From the instituted to the instituting

    Vita Emanuel, Nilza Costa
    e11524
    DOI: https://doi.org/10.18222/eae.v36.11524

  • Using dictation to evaluate writing proficiency among early elementary school students

    Letícia Rinolfi Pereira , Ana Luísa Galharde Tarifa, Ramon Marin, Letícia Regina Fava, Livia Polastri Piai, Helena de Freitas, Emily Lazarini, Pedro Alves Furtado, Deisy das Graças de Souza
    e11683
    DOI: https://doi.org/10.18222/eae.v36.11683

  • How is student assistance being monitored in federal institutes?

    Jéssica Cristina Pereira Santos, Arnaldo Mauerberg Junior
    e11723
    DOI: https://doi.org/10.18222/eae.v36.11723

  • The effects of school climate on early childhood education: A systematic review

    Adriana Farias Pereira, Ana Cristina Prado de Oliveira, Mariane Campelo Koslinski
    e12157
    DOI: https://doi.org/10.18222/eae.v36.12157

  • The innovative curriculum of the Medicine course at USP in Bauru in the progress test

    Gerson Alves Pereira Júnior, Sara Fiterman Lima, Pedro Tadao Hamamoto Filho, Angélica Maria Bicudo
    e10956
    DOI: https://doi.org/10.18222/eae.v36.10956

  • Analysis of the dimensionality of the 2017 Enade for the Mathematics Teacher Education Program

    Sandra Cristina Martini Rostirola, Elisa Henning, Ivanete Zuchi Siple, Dalton Francisco de Andrade
    e10600
    DOI: https://doi.org/10.18222/eae.v36.10600

  • Learning assessment in undergraduate Mathematics teacher education programs in Brazil

    Niusarte Virginia Pinheiro, Enio Freire de Paula, Patricia Baldow Guimarães
    e11311
    DOI: https://doi.org/10.18222/eae.v36.11311

  • The for-profit sector of higher education and the new conditions of faculty work

    Carolina Zuccarelli, Hustana Maria Vargas, Alexandre Ramos de Azevedo, Leonardo Augusto Lopes Rodrigues
    e11175
    DOI: https://doi.org/10.18222/eae.v36.11175

  • The assessment of and for learning: Perceptions of concepts and practices

    Carlos Alberto Ferreira, Elizabete Pereira
    e11209
    DOI: https://doi.org/10.18222/eae.v36.11209

  • Mediated assessment of children aged 2 to 5 years

    Nerli Nonato Ribeiro Mori, Naira Natieli de Araújo Novello
    e11294
    DOI: https://doi.org/10.18222/eae.v36.11294

  • Assessment instruments in active methodologies: A systematic review

    Simone Luzia Duma de Oliveira, Taciane da Cunha Rocha, Jéssica Cotrim da Silva, João Paulo Aires, Eloiza Aparecida Silva de Ávila de Matos, Nilcéia Aparecida Maciel Pinheiro
    e11269
    DOI: https://doi.org/10.18222/eae.v36.11269

  • Large-scale assessment and school effectiveness in brazilian scientific production

    Alessandra Cristina Matheus de Paiva Pereira, Marco Wandercil, Nonato Assis de Miranda, Adolfo Ignacio Calderón, Francisco Ganga-Contreras
    e11264
    DOI: https://doi.org/10.18222/eae.v36.11264

  • Assessment of professional education in federal institutes: Systematic mapping

    Luciana Conceição Argôlo Correia, Alexandre Ventura, Thiago Souto Mendes
    e10289
    DOI: https://doi.org/10.18222/eae.v36.10289

  • Uses of state-level external assessments: Expansion of accountability policies

    Fabio Perboni, Cristiano Amaral Garboggini Di Giorgi
    e11054
    DOI: https://doi.org/10.18222/eae.v36.11054

  • The “Indigenous Knowledge at School Action” programme: A process assessment

    Marina Araujo Vargas, Letícia Maria Schabbach
    e10993
    DOI: https://doi.org/10.18222/eae.v36.10993

  • University students who do not read: An evaluation of Enade respondents from 2013 to 2019

    Felipe Tumenas Marques
    e10984
    DOI: https://doi.org/10.18222/eae.v36.10984

  • Pisa contextual questionnaires in educational research: A systematic review

    Talita Emidio Andrade Soares, Wagner dos Santos
    e10949
    DOI: https://doi.org/10.18222/eae.v36.10949

  • School climate in a school of the Integral Education Program of the state of São Paulo

    Adriano Moro, Renata Maria Moschen Nascente, Marcelo Oda Yamazato
    e10932
    DOI: https://doi.org/10.18222/eae.v36.10932

  • On how to measure differences in educational outcomes

    Rodolfo Hoffmann
    e10663
    DOI: https://doi.org/10.18222/eae.v36.10663

  • High school in the context of the PNE (2014-2024): Postponed access and retention

    Gilvan Luiz Machado Costa, Deivid Vitoreti Geraldi
    e10601
    DOI: https://doi.org/10.18222/eae.v36.10601

  • The PNE 2014-2024 and federal policies for high school education

    Maria Valéria Jacques de Medeiros, Djailson Dantas de Medeiros, Remi Castioni
    e10594
    DOI: https://doi.org/10.18222/eae.v36.10594

  • The institutionalization of social impact metrics: The case of Unifesp

    Gabriela de Brelaz, Izabel Patrícia Meister, Vanderlin Amorim Palmeira Júnior, Guilherme Sydow Nunes Bueno Brandão, Lidiane Cristina da Silva, Alexsandro Cardoso Carvalho
    e10295
    DOI: https://doi.org/10.18222/eae.v36.10295

Debate

  • The concept determines the method: A response to Hoffmann

    José Francisco Soares, Mauricio Ernica
    e12270
    DOI: https://doi.org/10.18222/eae.v36.12270

  • The Theil-T index and the KL divergence: A supplementary reply to Prof. R. Hoffmann

    Victor Maia Senna Delgado
    e12362
    DOI: https://doi.org/10.18222/eae.v36.12362

Acknowledgements

  • Acknowledgements

    e12585
    DOI: https://doi.org/10.18222/eae.v36.12585