Amaeb - Ciclo I/2026 - Encontro Formativo em 22/04/2026

Introduction to the CPAIF Implementation

Opening Remarks

• The speaker begins by reiterating key points from earlier discussions, acknowledging technical issues that affected audio transmission.

• Acknowledgment of participants and the significance of implementing the CPAIF in public education, emphasizing collective effort during this crucial moment.

Importance of Collaboration

• Highlights the importance of collaboration among all stakeholders in education, including regional staff, teachers, and school management.

• Emphasizes that the SIPIDF is not just a series of evaluations but a continuous monitoring system aimed at improving educational outcomes for every student.

Role of AMAEB in Education

Diagnostic Evaluation

• The AMAEB serves as a diagnostic compass, providing clarity on student performance and guiding educational strategies.

• It is described as a formative assessment tool that informs pedagogical actions particularly in Portuguese language and mathematics.

Purpose of Assessment

• The speaker stresses that evaluation should not be punitive; rather, it should produce evidence to enhance teaching practices and support schools.

• The MAEB includes adaptations for special education to ensure accessibility and equity among all students.

Utilizing Data for Improvement

Actionable Insights

• Emphasizes that data from assessments should identify student weaknesses and strengths while guiding instructional planning.

• Reinforces that data-driven decisions are essential for ensuring no student falls behind in their learning journey.

Integrated Approach

• Calls for an integrated approach across all levels of the educational network to effectively implement CIPIDF and AMAEB initiatives.

Engagement with Families

Community Involvement

• Stresses the need for family engagement in understanding the importance of evaluations for their children’s education.

Information Dissemination

• Encourages each team member to facilitate information flow within their respective roles to promote transparency and security within the community.

Conclusion: Collective Responsibility

Call to Action

• Invites schools to mobilize around using AMAEB as a practical tool for enhancing learning experiences.

• Concludes with a message about teamwork being vital while highlighting that an integrated network is essential for achieving educational goals.

Introduction and Acknowledgments Opening Remarks

Importance of Evaluation in Education

• The speaker emphasizes the importance of ensuring that no one walks alone, wishing everyone a successful live session and expressing gratitude for attendance.

• Acknowledgment is given to the Secretary of Education for her presence, highlighting her contribution regarding the significance of evaluations within the education network in the Federal District.

Legal Framework for Educational Assessment Overview by Gisele Xavier

Legal Basis for Evaluations

• Gisele Xavier introduces herself as the Director of Educational Assessment and outlines two main topics: legal grounding and regional responsibilities concerning educational assessments.

• She stresses that evaluations in the Federal District are not isolated actions but part of a consolidated public policy established through legislation.

Key Legislative References

• The decree number 46.032 from July 17, 2024, establishes SIPIF (Permanent System for Education Evaluation), aimed at enhancing transparency and quality in public education.

• The collaboration between federal entities ensures national evaluation processes to maintain educational quality standards as mandated by Article 9 of relevant legislation.

Goals and Strategies in Educational Assessment

National and Local Educational Plans

• The National Education Plan's goal seven focuses on improving educational quality across all stages based on evidence, linking it to MAEB (Monitoring Assessment for Learning).

• The District Education Plan (2015–2025) aims to strengthen assessment systems while utilizing results for pedagogical re-planning, emphasizing that merely applying assessments is insufficient without effective use of results.

Recent Legislative Developments

• Portaria 729 from 2025 outlines strategic roles for assessment coordinators located within regional units, crucial for enhancing engagement within CPI DF (Educational Improvement Program).

Roles and Responsibilities in Educational Assessments

Regional Units' Functions

• Within regional education units like Uniplat and UNIEB, responsibilities include managing CPAIF materials, providing logistical support during assessments, and analyzing data post-evaluation.

Support Structures Post-Evaluation

• UNIEB focuses on pedagogical monitoring after assessments; schools utilize data to provide feedback tailored to their specific challenges rather than ranking performance.

Engagement Strategies for School Communities

Role of School Management Teams

• School leaders are tasked with engaging their communities about the importance of monitoring evaluations while ensuring broad participation from teachers and students.

Planning and Compliance

• Effective planning involves organizing evaluation phases—before, during, and after—to ensure adherence to established procedures and timelines related to AMAEB evaluations.

Evaluation and Monitoring in Education

Importance of Evaluation in Schools

• Emphasizes the need for school community compliance with monitoring evaluations to ensure effective learning assessments.

• Highlights the importance of secure handling and timely application of tests, especially during contingency periods.

• Discusses the roles of teachers in evaluations, stressing their understanding of operational procedures and alignment during assessments.

Teacher Responsibilities and Student Engagement

• Stresses the necessity for teachers to guide students on the significance of evaluations for personal learning monitoring.

• Encourages pedagogical use of evaluation results to enhance teaching practices and interventions based on student performance feedback.

The Role of Educational Authorities

• Quotes educational leaders emphasizing that evaluation is a form of care, reinforcing its importance in student success.

• Describes how various stakeholders (teachers, evaluators, management) must work collaboratively to ensure no student is left behind.

Structure and Implementation of Assessments

Overview of Assessment Structure

• Introduces Graziela, who outlines challenges related to implementing MAEB assessments from early education through high school.

Details on Assessment Formats

• Explains that assessments will include both objective items and constructed response items across different grade levels.

Specific Guidelines for Early Grades

• Notes that younger students will have mediated reading by teachers during assessments to support their understanding.

Adjustments for Older Students

• Clarifies that older students are expected to complete assessments independently while still receiving guidance as needed.

Final Stage Assessments

• Indicates that final stage assessments will occur over a single day with extended duration due to increased complexity.

MAEB Evaluation Process Overview

Curriculum and Student Maturity

• The MAEB evaluation items are tailored to the maturity of students and the evolving curriculum, which is a significant advantage of the MAEB program. The reference matrix will be aligned with the current curriculum while adhering to BNCC guidelines.

Response Construction Guidelines

• For grades 6 to 8, constructed response items in Portuguese require a minimum of 10 lines and a maximum of 15 lines, reflecting age-appropriate expectations. In contrast, responses for grade 9 and first-year high school can extend up to 20 lines for more complex tasks.

• By second and third years of high school, students are expected to produce more substantial texts as preparation for external selective exams, responding to requests from educational networks.

Accessibility in Assessments

• Significant advancements have been made regarding special education needs; assessments now include Braille formats (standard and enlarged), video translations in Libras (Brazilian Sign Language), and accommodations for extended time during evaluations based on individual student cases.

• Students requiring specialized materials or settings during assessments will continue receiving these supports as per their individual study plans, ensuring consistency with internal school evaluations. This includes provisions like separate rooms or additional resources such as readers or monitors.

Assessment Logistics

• A suggested schedule outlines that within the first 30 minutes of an assessment day, teachers should organize materials with administrative support before offering a snack break lasting about 20 minutes prior to starting the official test administration process across different shifts at schools.

• Schools are encouraged to adapt this timeline according to their specific operational realities while maintaining structured procedures for effective assessment delivery. The importance of calming students before tests is emphasized alongside clear instructions regarding response sheets.

Importance of Procedural Adherence

• Following established application procedures is crucial for obtaining accurate diagnostic results that reflect student learning effectively; this ensures that evaluations mirror real classroom conditions despite being conducted by teachers supported by pedagogical teams.

• A manual detailing these procedures will be available on the Avalia Cebrasp platform, providing guidance on implementing MAEB effectively while highlighting its significance in assessing student competencies accurately.

Manuals and Access Procedures

Overview of Manuals

• The presentation discusses various manuals that contain guidelines, norms, procedures, and the entire process for application.

• Manuals will be available on the Avalia Cebrasp platform; access is granted via a pre-registered link.

• Users will log in using their CPF number as both username and password to access documents and tutorials.

Importance of Teacher Training

• Emphasis is placed on the necessity of training teachers not only on procedures but also on understanding the significance of data usage from evaluations.

• All teachers must be aware of standardized application procedures since every student in the educational institution will participate in assessments.

Preparation for Application

Engaging Educators

• It’s crucial to ensure all evaluators understand application procedures through preliminary readings of manuals with involved professionals.

• Special attention is given to accommodating students with special education needs during assessments.

Responsibilities During Pre-Application Phase

• School management must engage teachers by explaining the purpose behind evaluations to foster participation.

• Community engagement is essential; parents and non-teaching staff should also comprehend the importance of these evaluations.

Logistics for Evaluation Day

Physical Preparation

• Schools need to prepare physical spaces adequately, ensuring classrooms are organized and materials are ready for evaluation day.

• Specific arrangements should be made for students requiring separate spaces during assessments, such as resource rooms or libraries.

Material Management

• Coordination with regional education authorities ensures timely delivery and proper storage of assessment materials.

Execution of Assessments

Application Process Insights

• The assessment process involves direct administration by classroom teachers from grades one to five without pedagogical interventions during testing.

Assessment Procedures in Early Education

Mediation by Teachers in Assessments

• In the first to third grades, assessments are mediated by teachers. The teacher reads questions aloud using a megaphone, allowing students to participate actively in the evaluation process.

• For first and second grades, assessments are fully mediated. However, for third grade, only questions 1 to 11 in Portuguese are mediated; questions 12 to 22 require student autonomy.

• From fourth and fifth grades onward, students can complete evaluations independently without teacher mediation.

Assessment Structure and Teacher Responsibilities

• In higher grades (final years and high school), assessments are conducted entirely autonomously by students at their own pace. Teachers should emphasize the importance of these evaluations beforehand.

• Teachers assigned to the first period must remain with their class throughout the assessment to ensure no interruptions occur during this critical time.

Preparation for Assessment Distribution

• Ten minutes before starting the assessment, teachers should provide general instructions. Following this, they will distribute test papers uniformly across all students without differentiation.

• Students should write their full names on their test papers for identification purposes since responses will be transcribed later onto answer sheets.

Answer Sheets and Identification Process

• Each student will receive an answer sheet for both Portuguese and Mathematics. It is crucial that these sheets are distributed nominally to ensure accurate results linked back to each student’s performance.

• The answer sheets contain essential information such as the student's name, class, year level, and shift. This identification is vital for tracking results accurately.

Final Steps in Assessment Execution

• For grades one through three, only test papers will be distributed initially; from fourth grade onwards, both test papers and answer sheets will be given together.

• Any discrepancies or issues regarding student distribution lists received from administration may arise due to changes within the network of schools; awareness of this is necessary for smooth execution of assessments.

Exam Administration Procedures

Handling Student Transfers and Missing Exam Materials

• The possibility of student transfers or new enrollments at any time is acknowledged, emphasizing the need for flexibility in exam administration.

• In cases where a student arrives without being on the list and there is a lack of exam booklets, immediate communication with the supervising teacher and management team is essential.

Managing Exam Booklet Distribution

• If an exam booklet is missing, it may be possible to reallocate from another classroom if available; otherwise, alternative solutions must be sought.

• The management team can access documents on the Avalia Cebraspe platform to print additional exam booklets as needed for that year or series.

Special Accommodations for Students

• Adapted exams are available on the platform, including enlarged versions and those designed for students using specific assistive technologies (e.g., "víderovas").

• It’s crucial for institutions to download necessary materials before exams to ensure all students have access to required resources.

Importance of Response Cards

• Unlike exam booklets, response cards are personal and non-transferable; they must accurately reflect which student completed the exam.

• Each class receives two extra response cards printed in advance to accommodate unexpected situations where a student may not have their card.

Printing Additional Response Cards

• If more than two extra response cards are needed due to late arrivals, the management team can print additional cards through the Avalia Cebraspe platform by registering the new student.

• Each response card has unique tracking features (like QR codes), ensuring accountability and traceability back to individual students.

Final Notes on Card Usage

• Emphasizing that each response card must be linked directly to a registered student reinforces its importance in maintaining accurate records during assessments.

Understanding the Evaluation Process

Overview of Student Response Tracking

• The platform tracks student responses during evaluations, ensuring that each answer sheet is linked to a specific student, preventing mix-ups.

• Each answer sheet is personalized with the student's name and data, which is crucial for maintaining accurate records.

Steps for Managing Students in Evaluations

• If a student is not listed or lacks a personalized answer sheet, coordinators must register them on the Avalia Cebrasp platform before printing their response card.

• Students can use extra answer sheets without issues as long as they are registered in the system; this allows for proper tracking during evaluations.

Conducting Assessments Effectively

• It’s recommended to control time during assessments. While there’s no minimum duration required, students should be encouraged to take sufficient time to complete their tests.

• To prevent students from rushing through their exams due to peer influence, it’s suggested they remain in the classroom after finishing and engage in quiet activities until all have completed.

Handling Absences and Transfers

• For absent students, it's essential to establish contingency plans within schools since these evaluations are diagnostic. The goal is maximum participation.

• Teachers can mark students as absent during initial readings of their cards without issue; the system will recognize this status accordingly.

Addressing Student Transfers

• There are two types of transfers: internal (within the same institution but different classes) and external (to another school). Both require marking on response cards.

• Answer sheets must remain tied to their original classrooms; transferring them between classes is not permitted even if it seems convenient.

Role of Educators During Evaluations

• Educators should facilitate autonomy among students during assessments while providing necessary support. This balance ensures that evaluations reflect true student understanding and capabilities.

Application Procedures for Student Assessments

Overview of Application Process

• The discussion begins with the importance of accurate diagnosis and application procedures outlined in the manual provided to educators.

• Emphasis is placed on "mediated application" where teachers read questions aloud for first and second graders in both Portuguese and Mathematics.

• Two types of test booklets are mentioned: one for students and another specifically marked for the teacher, which is opened first during the assessment.

Specific Guidelines for Different Grades

• For third graders, questions 1 to 11 in Portuguese will be mediated by the teacher, while questions 12 to 22 will be answered independently by students.

• All mathematics questions for third graders are mediated. Teachers will fill out response cards instead of distributing them to students due to their unfamiliarity with this process.

Transitioning Responsibilities

• It is noted that younger students (ages 6 to 8) struggle with response cards; thus, teachers must transcribe answers from test booklets onto these cards after assessments.

• In fourth and fifth grades, students are expected to handle their own transcription of answers as they have developed more autonomy.

Assessment Timing and Structure

• The assessment structure allows two days for younger grades—one day for Portuguese and another for Mathematics—to prevent fatigue during testing.

• Older students can complete assessments in a single day, receiving both test booklets and response cards simultaneously.

Resources Available for Educators

• Educators are encouraged to refer to a detailed manual available on the platform that outlines all procedures related to assessments.

• A video resource has been created that visually explains the application process, aiding in training coordinators and teachers involved in administering tests.

Assessment and Data Interpretation in Education

Importance of Data Interpretation

• The evaluation process must include results interpretation; without it, the assessment becomes meaningless.

• Understanding what students know and do not know is crucial, particularly after assessments.

Steps for Early Years Assessment

• For grades one to three, teachers need to transcribe questions from test booklets to answer sheets while ensuring student identity verification.

• After transcription, teachers should check if the answers are correctly transferred. Grades two and three have constructed response items that require correction.

Handling Constructed Responses

• Teachers will use a correction grid provided in their materials to mark responses accurately on the answer sheet.

• Following corrections, teachers must scan the QR code on the answer sheet to upload data into the platform.

Process for Higher Grades

• In grades four and five, after correcting constructed responses, teachers will also scan QR codes for data capture.

• For final years and high school assessments, two captures are necessary: one for objective parts and another for constructed responses.

Mandatory Markings on Answer Sheets

• Before capturing images of answer sheets, mandatory markings must be made regarding student status (absent or present).

• Additional markings indicate if a student required extra time or assistance during testing; these details help analyze results based on individual needs.

Capturing Data Efficiently

• Proper marking before image capture is essential for accurate data analysis post-assessment.

• Scanning QR codes can be done easily with a smartphone camera without needing additional apps; this simplifies data collection.

Troubleshooting Capture Issues

• If there are issues enabling the camera for scanning QR codes, alternative methods via links in manuals are available.

• The process is compatible with both Android and iOS devices; captured images remain stored in device memory.

Assessment Process Overview

Student Absence and Response Card Management

• The system automatically interprets data once a photo is taken, ensuring efficient processing of student attendance.

• If a student is marked absent on the first day but later attends, the original response card can still be used without needing to create a new one.

• During QR code capture, a message will indicate if the card was marked as absent; confirmation of the student's actual status is required before saving.

• Response cards are personal and non-transferable; only the designated student may use their specific card, including extra cards for late registrants.

• When scanning an extra card for subjects like Portuguese or Mathematics, ensure to select the correct student from a dropdown list during verification.

Scanning and Data Capture Procedures

• All response cards must be scanned regardless of attendance status; this includes those from absent students and transfers.

• Schools may receive more response cards than students present (e.g., 22 cards for 20 students), necessitating thorough scanning of all received materials.

• The platform "Avalia Cebraspe" allows administrators to register students via mobile devices or computers after capturing their photos for data verification.

Utilizing Assessment Materials

• Schools are encouraged to use assessment materials pedagogically to analyze student responses and improve educational strategies based on performance insights.

Accessing the Platform

• All users are pre-registered in the platform with access through their CPF number; initial login requires password reset for security purposes.

• After logging in, users can monitor results by accessing different sections such as AMAEB, which provides visibility into linked institutions and classes.

Monitoring Application Progress

• The platform enables tracking of application progress across schools and classrooms, allowing educators to assess how many tests have been administered effectively.

Detailed Overview of Student Assessment Process

Understanding the Student Assessment Framework

• The discussion begins with detailing how to access student information, including selecting the educational institution and specific class for assessment.

• Emphasis is placed on capturing data for both objective assessments in Portuguese and Mathematics, highlighting the importance of QR code readings by professionals involved in the evaluation process.

• The assessment involves two captures: one for objective responses and another after correcting constructed responses, providing a comprehensive view of student performance.

Status Tracking and Data Management

• Various statuses are assigned to students based on their attendance during assessments, such as 'present', 'absent', or 'transferred', which helps track participation effectively.

• A status labeled 'pending' indicates that a student's response card has not yet been read, stressing the need for all cards—including extra ones—to be processed.

User Management within the Platform

• School administrators can register new users who may not be included in existing databases, ensuring that all relevant personnel have access to necessary tools within the Valia Cebrasp platform.

• The registration process requires inputting an individual's CPF (Brazilian ID number) and assigning appropriate user roles to facilitate access levels.

Handling Student Transfers

• It is crucial that when students transfer between classes, their original response cards remain linked to their previous class while they receive new cards for their current class.

• Administrators must navigate through data management features in the platform to add transferred students correctly using unique identifiers provided by school secretaries.

Resources Available on the Platform

• The platform offers extensive resources including manuals, instructional videos, and evaluation matrices designed to support educators throughout the assessment process.

• Acknowledgment of technical difficulties during discussions is made; however, there’s a strong focus on building a robust evaluation system that reflects real educational outcomes.

Final Thoughts on Evaluation Practices

• Closing remarks emphasize collaboration among educators to create an effective ongoing assessment system aimed at improving learning outcomes based on collected data.

• Participants are encouraged to utilize gathered insights from evaluations not just for reporting but also as a basis for pedagogical interventions tailored to student needs.