This paper discusses the impact of large scale assessments in the teacher practice towards promoting learning gains. The assessment systems of cognitive achievement introduced in Brazil about two decades ago apparently was not able to induce the expected changes in the day-to-day relationship teacher-student learning, in spite of the enormous quantity of collected and released data. The paper raises the hypothesis that teachers, pedagogical counselors and school principals do not understand adequately the technologies used in student assessments and the materials released with the result and, in this way, are not capable to guide teacher's practice to correct the mistakes and difficulties presented by the students.The paper also makes references to some initiatives taken by public agents of education to improve learning, by creating structured materials for students and teachers, including assessment items and exercises for students.Such initiatives can produce, in the short and medium term, positive impacts in student achievement. The paper discuss yet conditions so that the assessment can affectively, in the near future, promote student learning.
Large scale assessment; Impact of the results in the classroom; Teacher appropriation of the results
