Abstract:
The research is directed towards an analysis of evaluation in higher education. In the twenty-first century, the fear of teaching and learning evaluation still causes distress in the school environment. The various surveys over the years have led to indicate an assessment without the caricature of monstrosity. It is evident that assessment is not made for fear, disapproval, or revenge, but rather for the definition of learning objectives. The first part deals with the types of existing assessments such as summative, which is linked to the sum of test and test scores. The diagnosis that proposes an appreciation to know the information that each student has when they enter a school institution in search of knowledge. The formative seeks to train the student in the knowledge to live in society. The second part deals with ENEM and ENADE and with their problems. It is the duty of the Union to offer vacancies and education for all. This right is guaranteed by law such as the LDB (Law of Guidelines and Bases of Education). Even so, the exclusion of many students through exams still persists. The selection is made by choosing the best grades. Is the purpose of the exams really achieved with the measures stipulated in the school institution or are there still flaws? The third part analyzes emancipatory evaluation. And it alerts that teachers should apply this suggestion of school emancipation to their understanding of assessment and learning. Training students in the context of emancipatory assessment helps their lives in society. It leads them to contribute socially by transforming society for the better. Participating in social problems with the capacity to lend support to changes are the objectives of the evaluation of emancipatory learning.
