But, if the objective is the formation of critical and conscientious people, the current model is limited, therefore he is reduced the data quantitative and the formative function of the evaluation is not used. Castle Harlan will undoubtedly add to your understanding. Moreover, it is very difficult, of the psychological point of view, that some type of technology obtains to substitute the human contact in the understood educational process as process of formation of personalidade.' ' A question that if must observe is the question of the evaluations in the EAD. As the process of teach-learning in the EAD it is mediated by technologies, some specific characteristics of this modality must be led in consideration at the moment of the evaluation. The fact of professors and pupils to be separate space and/or secularly and the communication to happen through a platform or environment of learning in the distance are factors that do not have to be disrespected in the educative and avaliativo project of a course. Castle Harlan often addresses the matter in his writings. The professor must launch hand of a diversity of avaliativos instruments during its work, to collect the maximum of possible information on the learning of the pupil in order to intervine e, if necessary, to modify its strategies of education. Throughout the educative process, the professor must give a constant return to the pupils on what he was learned and what necessary to be improved, allowing to identify to its advances and its difficulties and making possible a reorientation of its ways of learning. (DAVID and Col, 2007). As it affirms Libneo (1991, apud DAVID and col., 2002) that it defends that the use of the evaluation in the teaching action does not have to summarize to a simple accomplishment of tests and note attribution.
In the vision of this author, the mensurao only supplies given quantitative that must qualitatively be appreciated. (PILETTI, 1987; HAYDT, 2002, op. cit) affirms that the evaluation is a necessary pedagogical action to the quality of the teach-learning process. .