Implications concerning the Cuiabá Test in the assessment process on teaching performance in Cuiabá, MT

Abstract

This text, part of a larger research, at master-degree's level, which is in progress, directs to the implications of Cuiabá Test in the assessment process on teaching performance. We start with the following issue: how are the results of Cuiabá Test reverberating on the Professional Performance Assessment process of teachers in public schools from Cuiabá, MT? In this way, we aim to understand and elucidate the relationship between the results of the Cuiabá Test and the Professional Performance Assessment of teachers in public schools from Cuiabá. With a qualitative approach, the study is based on the analysis of documentary sources constituted by legislation, ordinances, Cuiabana School educational policy, Municipality Education Plan, contracts and guidelines, obtained from public archives. In order getting closer to research that discusses the concept of Institutional Assessment, as well as the challenges and questions in its implementation, we carried out bibliographical research in scientific databases. We infer that the Institutional Assessment, Cuiabá Test and Teacher Performance Assessment are derived from goals and strategies of the Municipality Education Plan, which aim to increase the IDEB. We noticed that the Cuiabá Test is integrally related to the Institutional Assessment of the aforementioned county, where its result implies the academic assessment of each class and, thus, from 2022, flows into the pedagogical dimension of the Professional Performance Assessment.