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Neste trabalho, discutimos a avaliacao como parte do processo ensino-aprendizagem. Ate a decada de 80, as provas escritas, sendo elas discursivas ou objetivas, eram o elemento central do processo de avaliacao, sendo consideradas o unico metodo para se avaliar. Porem, a partir da decada de 90, a comunidade educacional comecou a perceber que a avaliacao deveria ir alem do seu carater classificatorio passando a ser um procedimento diagnostico e somativo. Para isso, a avaliacao deve estar aliada aos processos de ensino e aprendizagem, sendo um processo bem mais abrangente denominado Ensino-Aprendizagem-Avaliacao (ONUCHIC; ALLEVATO, 2011). Dessa maneira, faz-se necessario repensarmos as praticas em sala de aula e buscarmos alternativas que integrem esses tres importantes mecanismos. Nesse sentido, o objetivo do presente trabalho foi verificar a funcionalidade de um metodo de avaliacao que promova a aprendizagem dos alunos. Relatamos uma experiencia de avaliacao realizada com alunos dos anos finais do Ensino Fundamental, utilizando a Avaliacao por observacao com intervencao imediata no ensino de Ciencias aliada ao metodo de Resolucao de problemas. Apesar desse metodo de avaliacao ainda ser pouco utilizado, principalmente no Ensino fundamental, concluimos que e uma metodologia eficaz de avaliacao que pode ser utilizada na promocao da aprendizagem, inclusive no ensino de Ciencias.Palavras-chave: Avaliacao. Ensino-Aprendizagem-Avaliacao. Resolucao de problemas. Integrated evaluation of the teaching-learning process in science: a proposal applied to the final years of elementary schoolAbstractIn this article, the evaluate as component of the teaching-learning process was discussed. Until the 1980s, written tests (whether discursive or objective), were the central element for the evaluation process, being considered the unique method for this purpose. However, from the 90's, the educational community realized that the evaluation should overcome its classificatory character, becoming a diagnostic and summative procedure. For this purpose, the evaluation must be connected to the teaching and learning processes, as a much more comprehensive process, namely Teaching-Learning-Assessment (Onuchic; Allevato, 2011). In this sense, it's necessary to rethink classroom practices, and look for alternatives that could integrate these three important mechanisms. In this way, the aim of the present paper was to verify the functionality of an evaluation method, which could promotes students learning. It was reported an evaluation experience with the final years of Elementary School students, using the Observation Assessment with immediate intervention in the Sciences teaching, associated to the Problem Solving method. Although this evaluation method is not largely used, mainly in Elementary School, this assessment methodology was reported as effective, which can be employed to promote learning,  including in Science teaching.Keywords: Evaluate. Teaching-Learning-Assessment. Problem Solving method.

Avaliação integrada ao processo ensino-aprendizagem em Ciências: uma proposta aplicada aos anos finais do Ensino Fundamental