Avaliação no Ensino Superior: um Estudo Exploratório Sobre as Percepções e Emoções dos Alunos

2018 ◽  
Vol 18 (4) ◽  
pp. 472
Author(s):  
Ada Magaly Matias Brasileiro ◽  
Sara Rodrigues de Andrade Souto
Keyword(s):  
High Education ◽  
School Context ◽  
Evaluation Process ◽  
Exploratory Research ◽  
Education Students ◽  
Learning Evaluation ◽  
School Learning ◽  
Belo Horizonte ◽  
The Individual ◽  
Teaching Learning

Avaliação da aprendizagem é um tema que tem merecido muita atenção no contexto escolar. Teoricamente, a avaliação é hoje compreendida como algo inerente aos processos de ensino/aprendizagem, cuja função deve ser sempre diagnóstica, considerando a singularidade do indivíduo. Na prática, contudo, são muitos os aspectos questionáveis, dentre estes, o estado emocional no qual um estudante se envolve, no momento da avaliação, o que interfere em seu desempenho. Ao abordar avaliação, este artigo traz um estudo feito a partir de uma pesquisa exploratória com alunos de três cursos de uma Instituição de Ensino Superior de Belo Horizonte, com o objetivo de compreender quais emoções os alunos do Ensino Superior têm ao fazerem uma avaliação somativa. Os resultados mostram que emoções negativas como tensão, preocupação e nervosismo são preponderantes no processo avaliativo do Ensino Superior, especialmente, intensificadas no momento da prova somativa, o que é justificado pelos alunos em virtude do caráter de teste ameaçador, classificatório e punitivo.Palavras-chave: Avaliação da Aprendizagem Escolar. Emoção. Ensino Superior. Tipos de Avaliação.AbstractLearning evaluation is a subject which deserves much attention in the school context. Theoretically, it is now understood as something that is inherent to teaching-learning processes, and whose function must always be diagnostic, regarding the individual particularities. In practice, however, there are many questionable aspects, among them the emotional state in which the student gets involved by the time of the evaluation and that interferes on his or her performance. When approaching this theme, this study is based on an exploratory research with three students from a High Education School in Belo Horizonte, which aimed to analyze the different kind of emotions high education students reveal when taking a summative evaluation. The results have shown the presence of negative emotions during High Education Evaluation Process, justified by the threatening, classificatory and punishing atmosphere that it brings.Keywords: School Learning Evaluation. Emotion. High Education. Kinds of Evaluation.

Docência e Avaliação da Aprendizagem

2018 ◽  
Vol 19 (3) ◽  
pp. 379
Author(s):  
Leandro Ferreira De Melo ◽  
Tatiane Clair Da Silva ◽  
Denise De Micheli
Keyword(s):  
Data Analysis ◽  
School Context ◽  
Qualitative Evaluation ◽  
Learning Assessment ◽  
Learning Evaluation ◽  
Analysis Technique ◽  
Insufficient Time ◽  
Teaching Learning ◽  
Evaluation Of Learning ◽  
Critical Aspects

A compreensão docente sobre os significados e prática da avaliação da aprendizagem é de suma importância para o processo de ensinoaprendizagem. Neste sentido, esta pesquisa teve como objetivo entender as percepções de 30 docentes do Ensino Fundamental II e Médio sobre a avaliação da aprendizagem. Os levantamentos de dados foram realizados com a aplicação de um questionário composto por três questões que os professores responderam descritivamente, manifestando assim suas percepções sobre o conceito de avaliação da aprendizagem. As análises dos dados foram feitas a partir da técnica de Análise de Conteúdo. As discussões tiveram como fundamentações teóricas autores que discutem avaliação da aprendizagem a partir de vertentes críticas. Os resultados demonstraram que os docentes entendem que a função da avaliação é de “diagnosticar e sinalizar caminhos para o aprimoramento do processo de ensino-aprendizagem”, todavia, apontaram que há dificultadores, que atrapalham a efetivação desta, por exemplo: excesso de aulas, turmas para lecionar e avaliar; tempo insuficiente para planejar e refletir sobre as avaliações aplicadas e seus resultados. O acúmulo de cargos foi destacado como um fator que atrapalha a efetivação da avaliação qualitativa. Em síntese, as falas  dos professores manifestaram que para exceder os paradigmas avaliativos tradicionais, faz-se necessário colocar em prática ações políticas e estruturais no contexto escolar, como a Lei do Piso (Lei nº 11.738/2008), para que, desse modo, tenham mais tempo para reflexão-ação em prol da efetivação da avaliação formativa.Palavras-chave: Avaliação. Ensino-Aprendizagem. Docentes-Discentes.AbstractTeaching comprehension about the meanings and practice of learning assessment is of paramount importance to the teaching-learning process. Therefore, the objective of this research was to understand the perceptions of 30 teachers from Middle and High School about learning assessment. The data were collected through the application of a questionnaire composed of three questions that the teachers answered descriptively, thus manifesting their perceptions about the concept of learning evaluation. Data analysis was performed using the Content Analysis technique. The discussions were based on theoretical authors who discuss evaluation of learning starting of critical aspects. The results showed that the teachers understand that the function of the evaluation is to “diagnose and signal ways to improve the teachinglearning process”, however, they pointed out that there are difficulties that disturbs the effectiveness of the same , for example:  surplus of classes to be taught and evaluated ; insufficient time to plan and reflect about the evaluations applied and their results. The accumulation of positions was highlighted as a factor that hinders the effectiveness of the qualitative evaluation. In summary, the teachers stated that to in order to exceed the traditional evaluative paradigms, it is necessary to put into practice political and structural actions in the school context, such as Lei do Piso (11.738 / 2008), so that they have more time for reflection-action in favor of the effectiveness of formative evaluation.Keywords: Evaluation. Teaching-Learning. Teachers-Students.

scholarly journals PENGEMBANGAN BAHAN AJAR EVALUASI PEMBELAJARAN UNTUK PENDIDIKAN GURU SEKOLAH DASAR UNIVERSITAS KUNINGAN

2019 ◽  
Vol 3 (6) ◽  
pp. 1204
Author(s):  
Heru Purnomo ◽  
Isnaini Wulandari
Keyword(s):  
Primary Schools ◽  
Evaluation Process ◽  
Evaluation Instrument ◽  
Teaching Materials ◽  
Student Responses ◽  
Assessment And Evaluation ◽  
Learning Evaluation ◽  
Score Analysis ◽  
Instructional Evaluation ◽  
School Learning

Learning Evaluation is one of the compulsory subjects that must be taken by students at PGSD FKIP Kuningan University in order to obtain assessment and evaluation skills. However, there is no teaching evaluation material for PGSD that explicitly discusses the elementary school learning evaluation process. The purpose of this study is to develop instructional evaluation teaching materials on PGSD learning evaluation courses which are expected to equip students to be applied in primary schools when they become teachers. This research method is a research and development study by taking the object of research at the Kuningan University PGSD students (UNIKU). The results of the validation of learning evaluation material experts obtained results with a total score of 74 of the 20 learning indicators assessed with a range of scores 1-5 for the assessment of development products, so that a score of 3.7 from all assessment indicators in the learning evaluation instrument can be said with GOOD category. The results of student responses to the feasibility of developing teaching materials obtained by 90.27% of students on the response Very good and good. Based on the results obtained from the response to the readability of the product development, it was obtained that the response of students was 93.65% in the Very Good and Good categories. Based on the categorization of the gain score analysis in the Hake calculation table, the value of 0.59 is categorized as Medium. Then it can be concluded that the Learning evaluation teaching materials for Kuningan University PGSD students can be declared eligible for use

scholarly journals Evaluation of School Learning: The Pedagogical Alignment of Evaluation Practices

2017 ◽  
Vol 1 (2) ◽  
pp. 17
Author(s):  
Eliabe Bezerra de Oliveira Silva
Keyword(s):  
Local Level ◽  
Evaluation Process ◽  
School Evaluation ◽  
Education Policies ◽  
Social Actors ◽  
The Social ◽  
School Learning ◽  
Teaching Learning ◽  
Subject Making ◽  
State Schools

This article deals with the relation between evaluation of school performance and other types of evaluation. The purpose of this paper is not to propose internal school evaluation as the central axis in the teaching-learning process, considering the ethical, political, pedagogical and social aspects throughout the evaluation process. The method was the direct observation of the evaluation routines, in state schools of Juazeiro do Norte-Ceará. Bibliographic research was also used to interpret the content. The arguments were constructed in order to renew the discussion on the subject, making possible new relations. The results led us to believe that the pedagogical alignment of school evaluation with other types of evaluation is an essential tool within a systemic view of education. There are interchangeable relations between these evaluations, with implications in the relations among the social actors, in a quest for social equity. Therefore, the bases of school evaluation tend to change, starting from an ethical and political stance, that begin at the local level, within the school. All forms of evaluation, internal and eternal, should contribute to consolidate the circle of communication between the social actors involved in schooling and to "feed" an information network in order to support more effective public education policies. 

Formação Continuada de Professores: Discussões Acerca do Lócus e do Fazejamento Pedagógico

2018 ◽  
Vol 19 (3) ◽  
pp. 270
Author(s):  
Antonio Gomes ◽  
Cilene Maria Lima Antunes Maciel ◽  
Cleonice Terezinha Fernandes ◽  
Edenar Souza Monteiro
Keyword(s):  
Content Analysis ◽  
Teaching Practice ◽  
A Priori ◽  
School Context ◽  
Teaching Experience ◽  
Exploratory Research ◽  
A Posteriori ◽  
Mato Grosso ◽  
Continuous Formation ◽  
Teaching Learning

Este artigo visa apresentar o resultado de uma pesquisa exploratória do tipo descritiva e qualitativa, que versa sobre a formação continuada de professores realizada nos últimos quatro anos. A área de estudo foram quatro escolas do Mato Grosso. A amostra foi de 20 professores efetivos e contratados de ambos os sexos, com média de 10 a 15 anos de experiência docente. O instrumento de coleta foi uma entrevista, cujo roteiro foi elaborado por peritagem de dois experts. O método de análise dos dados constante de gravações transcritas foi Análise de Contéudo - AC de Bardin (2016), cuja categorização ocorreu a priori e a posteriori. A triangulação surgiu da necessidade ética para confirmar a validade dos processos inerentes `a pesquisa. Constatou-se que a formação continuada de professores da forma “genérica” que é realizada, ou seja, para grandes grupos, não os satisfazem, perdendo a particularidade de cada equipe e respectivo contexto escolar. A pesquisa apresenta indícios de que a formação in loco, poderia tanto satisfazer os anseios dos professores, quanto possibilitar melhorias no processo de ensinoaprendizagem efetivos.Palavras-chave: Prática Docente. Qualidade em Ensino-Aprendizagem. Análise de Conteúdo. Práxis Pedagógica.AbstractThis article aims to present the result of an exploratory research of the descriptive and qualitative type, which deals with the teachers’ continuous formation carried out in the last four years. The study area was 4 schools in Mato Grosso. The sample comprises 20 effective and hired teachers of both sexes, with an average of 10 to 15 years of teaching experience. The collection instrument was an interview whose script was elaborated by experts opinion. The data analysis method data contained in transcribed recordings was Bardin’s (2016) Content Analysis - AC whose categorization was given a priori and a posteriori. Triangulation arose from the ethical need to confirm the validity of processes inherent in research. It was verified that the teachers’ continuous formation of the “generic” form that is performed, that is, for large groups, does not satisfy them, losing the particularity of each team and its school context. The research presents indications that on site training could both satisfy teachers’ wishes and enable improvements in the effective teaching-learning process.Keywords: Teaching Practice. Quality in the Teaching-Learning. Content Analysis. Pedagogical Praxis.

scholarly journals Nurse training in health in different regions in Brazil

2017 ◽  
Vol 17 (suppl 1) ◽  
pp. S219-S228 ◽  
Author(s):  
Carinne Magnago ◽  
Celia Regina Pierantoni ◽  
Cristiana Leite de Carvalho ◽  
Sabado Nicolau Girardi
Keyword(s):  
Learning Strategies ◽  
National Curriculum ◽  
Evaluation Process ◽  
Nurse Training ◽  
Exploratory Research ◽  
Documentary Analysis ◽  
Curriculum Guidelines ◽  
Curricular Structure ◽  
The One ◽  
Teaching Learning

Abstract Objectives: to identify on the one hand whether there has been any changes in the nurse training in Brazil and on the other if regionalizing health incurred interference in this process. Methods: an exploratory research of a multiple case study in a qualitative approach developed between November 2015 and March 2017, in seven regions in Brazil. The data were collected by in-depth interviews with 16 administrators of the undergraduate courses in nursing and by documentary analysis of the Projetos Políticos Pedagógicos (Political Pedagogical Projects). Content analysis was undertaken by having the theoretical references of the Diretrizes Curriculares Nacionais (National Curriculum Guidelines). Results: varied profiles of undergraduates were observed with higher tendency for the basic level in health practice or for hospital level with competencies in health care that is still fragmented and not interdisciplinary. The curricular structure of the courses focuses on isolated disciplines with little or no interdisciplinary integration and the pedagogical model is based on traditional teaching-learning strategies and additional evaluation process. There were no differences in health among the regions. Conclusions: it is necessary in concomitance with the changes that are required in the field of training to undertake efforts in the development of health units and training institutions, which has already proven to be a factor of professional retention and regional development.

scholarly journals To assess and be assessed

2015 ◽  
Vol 71 (1) ◽  
pp. 80-95 ◽  
Author(s):  
Anna Hampson Lundh ◽  
Helena Francke ◽  
Olof Sundin
Keyword(s):  
Social Practice ◽  
School Context ◽  
School Setting ◽  
Careful Consideration ◽  
Content Type ◽  
Independent Information ◽  
Upper Secondary ◽  
Discursive Interaction ◽  
The Individual ◽  
Teaching Learning

Purpose – The purpose of this paper is to explore how students construct narratives of themselves as information seekers in a school context where their descriptions of their information activities are assessed and graded. Design/methodology/approach – Blog posts on credibility judgements written by 28 students at a Swedish upper secondary school were analysed through a bottom-up coding process based in the sociocultural concept of narratives of selves. Findings – Two tensions in the students’ accounts are identified. The first tension is that between the description of the individual, independent student and the description of the good group member. The second tension is between describing oneself as an independent information seeker and at the same time as someone who seeks information in ways that are sanctioned within the school setting. Research limitations/implications – The study focuses on a specific social practice and on situated activities, but also illustrates some aspects of information activities that pertain to educational contexts in general. It explores how social norms related to credibility judgements are expressed and negotiated in discursive interaction. Practical implications – The study highlights that when information activities become objects of assessment, careful consideration of what aspects are meant to be assessed is necessary. Originality/value – The study is based on the idea of information activities as socially and discursively shaped, and it illustrates some of the consequences when information activities become objects of teaching, learning, and grading.

scholarly journals The pedagogical proposal for Rural Education in the state of Pernambuco: dialogues between Rural Education, integrated curriculum and interdisciplinarity

2021 ◽  
pp. 1-26
Author(s):  
Odair Franca de Carvalho ◽  
Josenilde Lima dos Santos
Keyword(s):  
Rural Education ◽  
Integrated Curriculum ◽  
School Context ◽  
The State ◽  
Theory And Practice ◽  
Exploratory Research ◽  
Community Practice ◽  
School Based ◽  
The Individual ◽  
The City

Rural education, as an educational theory and practice, has a history marked by compensatory, discontinuous policies and with a developmentalist bias without commitment to the provision of social quality education. The reflections presented here are the result of a Master's research and reflect on the pedagogical praxis of educators from a rural school, based on the concepts of integrated curriculum and interdisciplinarity in a school unit of the state public system, in the city of Petrolina-PE. The research was anchored in the qualitative approach, through descriptive and exploratory research, with bibliographic review, document analysis, followed by observation, questionnaires and interviews. Data analysis was based on the understanding of Content Analysis, according to Bardin (2009). We conclude that the investigated praxis is based on the pedagogical proposal of Education of the Countryside of the State of Pernambuco, whose principles are based on the concept of integrated curriculum and interdisciplinarity, in the experience of collective planning and recognition of the school context, as articulating elements of the theory relationship, teaching and community practice. However, it presents a superficial understanding as to the understanding of the interdisciplinary movement in practice, in addition to the necessary investment in strengthening the individual and collective training process.

scholarly journals Evaluation of School Learning in Preceptoral Training: Checks and Reverberations

2020 ◽  
Vol 3 (1) ◽  
pp. 90
Author(s):  
Ailton Batista de Albuquerque Junior ◽  
Andréia Nunes de Sousa ◽  
Annalies Barbosa Borges ◽  
Oliveira Cristiane Simões ◽  
Edinilza Maria Anastácio Feitosa ◽  
...  
Keyword(s):  
Field Study ◽  
Present Article ◽  
Learning Process ◽  
Evaluation Process ◽  
Educational Process ◽  
Qualitative Character ◽  
School Learning ◽  
The Subject ◽  
Teaching Learning ◽  
Real Essence

The assessment of school learning, even constituting as a set of practices indispensable to the teaching-learning process, is practiced in a wrong way on several occasions. In this sense, the present article sought to analyze the understanding that some students of the Degree Course in Chemistry of FACEDI / UECE have about evaluation. The research had a qualitative character, being developed initially making a bibliographical study on the subject and, later, a field study, in which an open interview was conducted. Data were categorized, studied and discussed. Through the analysis of the results, it was noticed that although some students demonstrate knowledge about the evaluation process, many still have a divergent conception of the real essence of the evaluation, understanding it, in many cases, only as a way to verify and quantify. knowledge, and not as a set of actions aimed at mediating and optimizing the educational process.

scholarly journals Evaluation of School Learning in Preceptoral Training: Checks and Reverberations

2020 ◽  
Vol 3 (1) ◽  
pp. 90
Author(s):  
Ailton Batista de Albuquerque Junior ◽  
Andréia Nunes de Sousa ◽  
Annalies Barbosa Borges ◽  
Oliveira Cristiane Simões ◽  
Edinilza Maria Anastácio Feitosa ◽  
...  
Keyword(s):  
Field Study ◽  
Present Article ◽  
Learning Process ◽  
Evaluation Process ◽  
Educational Process ◽  
Qualitative Character ◽  
School Learning ◽  
The Subject ◽  
Teaching Learning ◽  
Real Essence

The assessment of school learning, even constituting as a set of practices indispensable to the teaching-learning process, is practiced in a wrong way on several occasions. In this sense, the present article sought to analyze the understanding that some students of the Degree Course in Chemistry of FACEDI / UECE have about evaluation. The research had a qualitative character, being developed initially making a bibliographical study on the subject and, later, a field study, in which an open interview was conducted. Data were categorized, studied and discussed. Through the analysis of the results, it was noticed that although some students demonstrate knowledge about the evaluation process, many still have a divergent conception of the real essence of the evaluation, understanding it, in many cases, only as a way to verify and quantify. knowledge, and not as a set of actions aimed at mediating and optimizing the educational process.

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