Publisher's Synopsis
Evaluating learning is one of the most complex stages in the teaching-learning process, but it is of fundamental importance, as it determines, if done correctly, the outcome of a long process of building knowledge. Considering the importance of this subject, the main aim of this work is to understand the conceptions of chemistry teachers who work in public schools in the municipality of Grajaú-MA, listing both the procedures and the main assessment instruments used by these teaching professionals. This work was developed through extensive research in the literature and also through field research, using a semi-structured questionnaire with open and closed questions. Fifteen teachers were interviewed and were able to share their experiences on the subject. According to the data obtained, it can be seen that many teachers find it difficult to conceive of assessment as a process, adopting only the test as an assessment tool.
