Learning assessment: the docent formation in question

• Autor(a) principal: Gurgel, Carmesina Ribeiro
• Data de Publicação: 2007
• Outros Autores: Leite, Raimundo Helio
• Tipo de documento: Artigo
• Título da fonte: Ensaio (Rio de Janeiro. Online)
• Texto Completo: https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/582
• topic: La evaluacion; Aprendiendo; La formacion educativa; La educacion superior; Referenciales para evaluar; Ensegñaza universitaria; Assessment; Learning; Docent Formation; Superior Education; Evaluation references; University teaching; Avaliação; Aprendizagem; Formação docente; Educação superior; Referenciais para avaliar; Docencia superior

The subject of this research was to analysis assessment practices from the teacher's point of view in an effort to find resources and references that would help the teachers to become competent in learning assessment. The research was carried out in the Federal University of Piaui, specifically on the Teresina Campus. The universe was composed of 473 docentes who were holders of masters or doctoral degrees. The sample for interviews and the application of a questionnaire was comprised of 40 docentes belonging to six different teaching centers. 80% of these docentes had teaching experiences ranging from 16 to 26 years. The data collected during the research was examined using the theoretic model for content analysis suggested by Laurence Bardin. The results showed that: (i) the Federal University of Piaui has an organizational structure that resembles other brazilian universities; (ii) it has adopted a policy consistent with teaching qualifications directed towards; (iii) the learning assessment of the students only demands some institutional norms for the assessment to be carried out, the choice of assessment methods is left to the docentes; (iv) the docente who has obtained a masters or doctoral degree is not necessarily competent to teach at university level; (v) the articulation between teaching at graduate level and research occurs from the development of projects elaborated by monitors, those beginning research, extension courses and orientation from the demanded for the conclusion of the course; (vi) 20% of the docentes holding masters or doctoral degrees have directed their activities more towards research, 65% are more dedicated to teaching than research, while 15% elaborate extension courses; (vii) the greatest obstacles felt by those returning from post-graduation courses to the Federal University of Piaui was to awaken students for research and make research contents available in a language that was not above the ability of the students to understand; (viii) the necessity for pedagogical training is recognized; (ix) 56% of the students of the docentes interviewed showed that they were satisfied with the assessment method used by the docente, the remainder suggested that the methods be reexamined as they were not contemporary models; (x) the docentes regarded the following themes as valid as sources of reference for learning assessment and teaching formation: administration of pedagogical work; administrating new educational paradigms; assessment – a policy instrument for pedagogical work; teaching planning; knowledge for learning assessment; assessment from a knowledge construction perspective; learning conceptions as a basis for assessment; the use of thechnology as a didatic resourse; teaching assessment from a student perspective; routine statistics for a metric analysis of an examination. By way of conclusion we tried to elaborate from the results, obtained suggestions to make viable changes in formation policy for university teaching and consequently for bettering the quality of learning in an neffort to make the students more professionaly competent.