Avaliação da aprendizagem no curso de licenciatura em ciências biológicas da UEG unidade Iporá: uma leitura das concepções de docentes e discentes
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Data
2011-08-23
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Universidade Federal de Goiás
Resumo
The main objective of this research was to analyze and understand the role of
assessment of learning in the training of teachers, especially those that work in
higher education in the area of teachers training. Considering the entire evaluation
context with their contradictions and controversies and the different concepts I
decided to study the assessment of learning process in an undergraduate course of
Biological Sciences, from the State University of Goiás, Brazil. The study
included teachers and students of the 2nd, 3rd and 4th grades in that course. The
proposal was to investigate the documents guiding of evaluation practice of
teachers and trainers, in order to grasp the concepts of teachers and academics on
the assessment of learning. To develop this proposal the following research
questions was formulated: What are the conceptions of learning assessment from
teacher trainers and students of Biological Sciences course in this University and yet,
what are the consequences of these conceptions in teachers' practice and training of
undergraduates? To answer these questions was carried out a qualitative
study, whose method was the case study that considers relevant to observe and
understand the subjects in their context of social and historical; I was also a
participating in this study since it was considered for analysis of data my
own experience beyond the academic experiences lived throughout my professional
practice. It was noted that scholars tend to understand the assessment, by reference
to the pedagogical practices of their teachers, and also that these teachers
understand the assessment, looking more instrumental aspects than pedagogical,
social and political aspects. Teachers expressed their understanding of assessment
of learning as a continuous process, using different instruments of evaluation and the
proof as the most appropriate and used by them. About the reflections on the
concepts and assessment practices of teachers in the training of scholars, it
was apparent that they assimilated the concept of continuous assessment that
uses different instruments and the use of the proof as a more
appropriate assessment tool for the assessment of learning. Thus, scholars tend to
reproduce the evaluation practices of their teachers trainers. The study made it
clear that there is a lack of theoretical and pedagogical guidelines regarding
the assessment of learning for the training of undergraduates, and in the
practice of teacher trainers. This study also demonstrated that teachers trainers
have an important role in the construction of conceptions of academics in relation to
the subject of evaluation and that these teachers need pedagogical training, in
relation to the assessment of learning, so that their assessment practices can be
directed to a training that can break with the prevailing models of the old purely
summative assessment practices to a qualitative and formative model.
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Citação
SILVA, Flavia Damacena Sousa. Evaluation of learning in the course of degree in Biological sciences UEG Iporá unit: a reading of the designs of teachers and students. 2011. 129 f. Dissertação (Mestrado em Ciências Exatas e da Terra) - Universidade Federal de Goiás, Goiânia, 2011.