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Many teachers use assessment only as a punitive and classifying tool, without worrying about the diagnostic and learning function that should be associated with it; It is from this perspective that traditional evaluations have been widely criticized. The objective of this work was to understand how the assessment of learning is generally used (educational or classifying tool) in high school by teachers of Biology of public Unidade Escolar Jose Patrício Franco and Instituto Federal de Educação Ciência e Tecnologia do Piauí IFPI campus Uruçuí, do município de Uruçuí-PI. The research was developed from the application of semi-structured questionnaires formed by four open and six closed questions, for four biology teachers. The questionnaires sought information regarding the application process of learning assessment, as well as it is generally used (educational or classifying tool) in high school by teachers. Although a large portion of the teachers found gaps in their academic training for teaching, as well as the lack of dialogues about the assessment of learning, they are aware of what the legal provisions say. that regulate the criteria for verifying school performance, as well as the development of alternative assessments with their students.

UMA BREVE CONSIDERAÇÃO ACERCA DA AVALIAÇÃO DA APRENDIZAGEM EM INSTITUIÇÕES DE EDUCAÇÃO BÁSICA NO MUNICÍPIO DE URUÇUÍ (PI)