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The objective of this text is to discuss the role of evaluation for the students learning through the use of technologies, regardless of the type of teaching – presential education or distance - and for the variation of evaluation instruments as part of a planning that is fed by the demands that have arisen In the teaching and learning process. The text is subdivided into two parts, in which the first focuses on ambiences that necessarily base and help support learning from formative assessment in face-to-face and distance learning. The adequate use of technologies to promote education, pedagogical interference in evaluation for formative and procedural excellence can establish results of varied order, among them the favoring of learning in function of improvement of academic, academic and professional performance; the incentive to the practice of self-assessment by the teacher in order to perceive their level of qualification and experience for the teaching exercise; and valorization of the heterovaluation by the teacher in order to encourage students to produce new and renewed knowledge.

Interferência pedagógica na avaliação da aprendizagem no ensino presencial e a distância com o uso de tecnologias