From this, learning was assessed by the students themselves, tests of reading, shared professional experiences, self-assessments and many other tasks that were substantially different classes and the objective. Over time, almost at the end of the semester, the professor knew a credible level of learning of each student and probably many of us knew the rest of our peers. One of the last classes, the teacher in charge, suggested that each conduct a reflection on the themes and concepts treaties we should take from that submitted. From this meditation, asked each student to write on a sheet and deliver the items to be reviewed or deepen. These topics were evaluated in a formal and traditional method, and corrected by the students themselves, sharing results and adjustments to a common class.
ANA LYSIS BACK During the course, for the first time in my career, had been involved in evaluative modes whose functions were successful in the diagnosis, training and synthesis. Were allowed to know what was the starting point to construct new knowledge, know how to begin the process of learning and, finally, determine promotion or not students. These aspects, the procedures spelled out in the assessment assumes, are classified by Maria Isabel Bonta * 1 on: diagnostic evaluation, process evaluation and product evaluation. There was a purpose, strongly informed by the teacher, who served as ultimate objective (utility). From this, learning was assessed, based on an existing assessment program supported by tools to ensure the validity, reliability and practicality of the evaluative moment.