This Research Report aims to analyze the learning assessment process in rural schools in
Amapá, during the 2020-2021 pandemic period. The study was carried out using a qualitative
approach, in which documentary research and a bibliographic review were carried out based on
the reading and analysis of Decrees, Ordinances and Technical Notes, published by the State
Education Council and the State Department of Education of the State of Amapá, regarding
teaching and assessment of learning during the pandemic period. Scientific articles, magazines,
periodicals, master's dissertations were also analyzed, among which are those developed by
Luckesi (2011) about the mistakes in the evaluation process, Hoffmann (2019) about dialogical
mediation in learning evaluation, Santos (2014) with the practice of formative assessment in
online education and Caldart (2002) with the role of rural schools in ensuring quality of teaching
for students, specifically during the period of remote teaching. The studies demonstrate the
structural deficiency of school units located in the countryside in relation to the use of digital
tools in the process of evaluating students' learning during the pandemic period caused by
Covid-19. It also highlights the pedagogical instruments used by teachers to assess learning
during remote teaching.
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