This work has as research object The evaluation of Learning in High School, which
arose through the problematic: How is the evaluation of learning being - intentional with the
New High School?. In this way, the work has as its general objective, to investigate how the
guidelines for the evaluation of learning are being intended in accordance with the proposal of
the BNCC with the New Secondary School. Through the bibliographic review, it was possible
to identify the conceptions of evaluation defended by renowned authors. The documentary
research, with a qualitative approach, made it possible to verify the guidelines regarding the
conception of learning assessment advocated by the BNCC in this new context of High School
and also by LDBEN, n.9.394/96, as well as to know the concept of learning assessment
developed in a high school in Miracema do Tocantins. As a Final Product of this research, in
addition to the research report, a Pedagogical Guidelines Guide was made, with the aim of
strengthening the pedagogical practices of teachers with regard to formative evaluation, which
includes the follow-up and monitoring of the teaching process -student learning. In view of this,
we consider that there is still a long way to go in relation to the dissemination and strengthening
of formative assessment, given that there is a guiding document for state schools that propagates
three concepts of learning assessment, namely: diagnostic, formative and summative. Research,
studies, debates and reflections are needed to strengthen formative assessment practices.
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