Abstract:
The analysis of evaluation and assessment processes and the impact of their results leads the
teacher and the school to reflect on new ways of understanding education. In order to better
understand the use of evaluation and assessment results in the teaching and learning process, a
study was carried out at 25 de Setembro de Quelimane High School, where the following
research question was sought: to what extent are evaluation assessment results used for the
improvement in school and the consequent improvement of the performance of the students of
the Grade 12 in the subject of Mathematics? This problem was raised with the aim of analyzing
the use of evaluation and assessment results in the teaching and learning process in the Grade 12
in Mathematics. The study was carried out upon a qualitative approach complemented with
quantitative and action-research based. This research concluded that teachers of the participating
school use the assessment results for self-assessment and for the improvement of teaching and
learning process, thus improving teaching methods and students' achievement. Regarding the
assessment types and functions, it was concluded that teachers use the three types and functions,
namely diagnostic, formative and summative. The present study also concluded that in some
teachers and leaders of the ES 25 de Setembro de Quelimane there is a pedagogical deficit, lack
of knowledge of the assessment norms used in Mozambique and low levels of motivation and
commitment. And finally the school leaders/members of the Board consider that the use of the
assessment results in the improvement of the students' school performance is very effective while
other teachers consider it reasonable. Based on these findings, the study recommends improving
the monitoring and evaluation system of the teaching and learning process, based on self-
reflection, self-evaluation and performance feedback at all levels. The research also recommends
that MINEDH should encourage and increase the creation of professional learning communities
at all levels (school, district, provincial and national) and its participation in similar international
organizations as well as create conditions for teacher motivation and commitment in the teaching
and learning process.
