Qualitative scale of academic and neuropsychomotor development for students in the first three years of Elementary Education: how teachers evaluated it

Abstract

Models of ongoing learning assessment, based on the monitoring of academic and neurodevelopmental skills, can be useful to plan individual educational interventions. The present study investigated, from a teacher´s perspective, the adequacy and applicability of a qualitative screening tools of academic and neuropsychomotor development for students in the first three years of Elementary education, called the Student Developmental Screening tool. The sample was composed by 15 teachers, reaching 122 students, of four public and private schools from the city of São Paulo. The procedure involved a semi-directed interview and specific questionnaires designed for this study. The screening tool obtained 90% of maximum scores in what regards adequacy and 71% in applicability. Variables associated to the scholar environment and to teacher´s profile did not influence this perception. Although the tool is promising, new studies are necessary in order to make it an effectively applicable evaluation tool.

Learning Assessment; Scholar performance; Elementary School