ADE in April 2019 (when the results

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Did not meet expectations), actions were carried out to improve reading and writing, such as carrying out workshops to develop interpretation and textual production. This resulted in an increase in the correct answer rates for Portuguese Language and Mathematics questions from 62% to 69.4%, and from 65.1% to 75.9%, respectively, in the context of the ADE assessment in schools. However, it is not simply a question of changing the assessment methodology, nor of abolishing the assessment instruments that already exist in the school, such as exams, tests and assignments which, as theorists claim, are exclusionary and classificatory (FERREIRA; SIRINO; MOTA, 2019). The use of the results of ADE assessments with regard to management within the scope of SEMED can be used to review priorities; resource allocation; organization of actions/interventions in schools.

Strengthening monitoring and support for schools. According to Oliveira (2013), assessment policies can contain emancipatory possibilities, or serve the growth of educational Phone Number List and social inequalities, as their ends, means and the use of their results reveal the true meaning in the educational process. Therefore, the persistence of large-scale assessments points to the need for research to understand how their results impact schools and teaching: Despite criticism of large-scale evaluations, the results of these evaluation processes have been taken as a quality standard and have started to guide government programs and policies to be implemented at the school/university. The advantages of maintaining these structures – Saeb, Enem – are associated with the possibility of.



Building a historical series of student performance indicators provided by the aforementioned exams, generated by investments in a statistical system and educational indicators (FERREIRA, 2019, p. 141 ). The State of Amazonas was one of the first to invest in the creation of its own large-scale assessment system, the Amazonas Educational Performance Assessment System (Sadeam), implemented in 2008 to measure the educational performance of students in the state public school system. teaching. Seven years later, the Manaus Department of Education created its own assessment. This initiative was due to the need to comply with the provisions of article 208 of the 1988 Federal Constitution, which deals with the State's duty to education in all teaching segments (BRASIL, 1988). Also supported by article 9, item VI, of Law no.