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Compreensões acerca de práticas avaliativas na formação de professores
| Content Provider | Semantic Scholar |
|---|---|
| Author | Barbosa, Raquel Lazzari Leite Annibal, Sérgio Fabiano Nicácio, Rosemary Trabold |
| Copyright Year | 2017 |
| Abstract | In this study, the discussion results from a pilot experience in a Pedagogy course in a private institution in the state of Sao Paulo and derived from the project ‘Mapping of Learning Assessment in Higher Education’, funded by the Sao Paulo Research Foundation - FAPESP (Proc. 2012/18530-3), at UNESP. This reflection is justified by the fact that as we study the assessment processes, we have the opportunity to better understand the learning processes of students and representations of teachers on the subject and its links with pedagogical practices and also reinforce the idea that the assessment is not restricted to the examination and classification of students, but is linked to the democratization of the educational relationships. The study was based on a qualitative methodological approach also using quantitative data. Our findings indicated that students and teachers consider the course analyzed has aspects of formative assessment, however, pointed out the maintenance of a restricted view of assessment practices, understanding them as a synonymous of measurement, keeping thus a distance from the integrated evaluation perspective that favors teaching and learning processes. |
| Starting Page | 215 |
| Ending Page | 224 |
| Page Count | 10 |
| File Format | PDF HTM / HTML |
| DOI | 10.4025/actascieduc.v39i2.29046 |
| Volume Number | 39 |
| Alternate Webpage(s) | http://eduem.uem.br/ojs/index.php/ActaSciEduc/article/download/29046/18893 |
| Alternate Webpage(s) | https://doi.org/10.4025/actascieduc.v39i2.29046 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
