About the Journal

Created in 1990 as a spin-off of the journal Educação e Seleção (1980-1989), Estudos em Avaliação Educacional was published quarterly until 2020, when it became a continuous publication in 2021. It publishes studies related to educational evaluation and to the analysis of policies and programs interrelated with evaluation and/or which may inform evaluative studies, welcoming works in various humanities fields and with diverse theoretical-methodological approaches, enabling the exchange of information and the academic debate.

Estudos em Avaliação Educacional is ranked A1 in Education by the CAPES’ Qualis index.

ISSN: 0103-6831 | e-ISSN: 1984-932X

View Vol. 36 (2025)

Current Issue

Vol. 36 (2025)
Published: 2025-01-28

Articles

  • Assessment of professional education in federal institutes: Systematic mapping

    Luciana Conceição Argôlo Correia, Alexandre Ventura, Thiago Souto Mendes
    e10289
    DOI: https://doi.org/10.18222/eae.v36.10289

  • The institutionalization of social impact metrics: The case of Unifesp

    Gabriela de Brelaz, Izabel Patrícia Meister, Vanderlin Amorim Palmeira Júnior, Guilherme Sydow Nunes Bueno Brandão, Lidiane Cristina da Silva, Alexsandro Cardoso Carvalho
    e10295
    DOI: https://doi.org/10.18222/eae.v36.10295

  • The PNE 2014-2024 and federal policies for high school education

    Maria Valéria Jacques de Medeiros, Djailson Dantas de Medeiros, Remi Castioni
    e10594
    DOI: https://doi.org/10.18222/eae.v36.10594

  • On how to measure differences in educational outcomes

    Rodolfo Hoffmann
    e10663
    DOI: https://doi.org/10.18222/eae.v36.10663

  • Pisa contextual questionnaires in educational research: A systematic review

    Talita Emidio Andrade Soares, Wagner dos Santos
    e10949
    DOI: https://doi.org/10.18222/eae.v36.10949

  • The “Indigenous Knowledge at School Action” programme: A process assessment

    Marina Araujo Vargas, Letícia Maria Schabbach
    e10993
    DOI: https://doi.org/10.18222/eae.v36.10993

  • The assessment of and for learning: Perceptions of concepts and practices

    Carlos Alberto Ferreira, Elizabete Pereira
    e11209
    DOI: https://doi.org/10.18222/eae.v36.11209

  • Assessment instruments in active methodologies: A systematic review

    Simone Luzia Duma de Oliveira, Taciane da Cunha Rocha, Jéssica Cotrim da Silva, João Paulo Aires, Eloiza Aparecida Silva de Ávila de Matos, Nilcéia Aparecida Maciel Pinheiro
    e11269
    DOI: https://doi.org/10.18222/eae.v36.11269

  • Mediated assessment of children aged 2 to 5 years

    Nerli Nonato Ribeiro Mori, Naira Natieli de Araújo Novello
    e11294
    DOI: https://doi.org/10.18222/eae.v36.11294

Assessment Practices for Additional Languages

  • A proficiency examination for foreign language teachers: History and advances

    Douglas Altamiro Consolo, Camila Sthéfanie Colombo, Rodrigo Nascimento de Queiroz
    e11463
    DOI: https://doi.org/10.18222/eae.v36.11463

  • Assessment Literacy: Training raters for the Celpe-Bras written part

    Margarete Schlatter, Juliana Roquele Schoffen, Gabrielle Rodrigues Sirianni, Giovana Lazzaretti Segat
    e11489
    DOI: https://doi.org/10.18222/eae.v36.11489
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