2023-10-262023-10-262023-10-262023-06-26https://repositorio.ifal.edu.br/handle/123456789/333This study aims to demonstrate to teachers and future teachers the diversity of possibilities that can be used in the evaluation process of high school chemistry students. To achieve our research objective, we decided to develop an educational product that brings together various specific assessment strategies for teaching Chemistry in high school. We employed an approach that involved qualitative analysis of data collected through a questionnaire distributed via Google Forms, targeting teachers who were part of our daily context and met the established criteria: having taught high school students at some point in their careers. Additionally, we conducted a comprehensive literature review to identify successful assessment strategies that empower students, address high school Chemistry content, and are practical and accessible for incorporation into our educational product. The results revealed the importance of developing an educational product that combines different assessment strategies. However, it is important to acknowledge the limitations of this study as the chosen strategies could not be implemented, which would have provided a broader understanding of their practical application. Nevertheless, the identified and proposed strategies in this work provide a solid foundation for improving assessment practices among high school Chemistry teachers. We believe that the developed educational product will positively contribute to enhancing pedagogical practices and the quality of education in the field of Chemistry.Acesso AbertoQuímica – Ensino MédioQuímica- Produto educacionalAvaliação - Ensino de QuímicaAprendizagemTrabalho de Conclusão de CursoCNPQ::CIENCIAS EXATAS E DA TERRA::QUIMICA