Learning assessment practices in remote education: an analysis of Chemistry teachers in the Metropolitan Region of Fortaleza – CE

• Autor(a) principal: Santiago, Silvany Bastos
• Data de Publicação: 2022
• Outros Autores: Pereira, João Guilherme Nunes, Araújo, Glaucivania Leite de, Monteiro, Marilene Rodrigues, Sousa, Isadora Freitas de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Research, Society and Development
• Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/25416
• topic: Evaluación del Aprendizaje; Enseñanza Remota; Química; Maestros.; Learning Assessment; Remote Teaching; Chemistry; Teachers.; Avaliação da Aprendizagem; Ensino Remoto; Química; Professores.

Brazilian school education intends the full development of students. In following up on this training process, multiple tools for diagnosis, investigation and reflection are used. And, thus, the basic situation of educational assessment in teaching and learning processes was established. In this conviction, this study aimed to know and describe the learning assessment methodologies used during the COVID-19 pandemic period by teachers of the Chemistry discipline in public schools in the Metropolitan Region of Fortaleza (RMF), in the State of Ceará. For this, qualitative research of exploratory, descriptive and explanatory nature was developed. Data collection was carried out through a semi-structured questionnaire, elaborated according to the professor's characterization and his evaluative practice during the remote teaching period. Information was obtained from 17 Chemistry teachers working in High School. The results achieved show that the system of evaluation of learning through exams/tests in face-to-face teaching was maintained in the remote teaching model, the teachers had a comprehensive approach to the panorama faced by the students, as well as the teachers exposed that they had not faced major obstacles in the adequacy of its evaluation practice to the use of digital resources. In short, it was observed that, in the view of teachers, many students obtained approval without completely mastering the contents proposed for the subject of Chemistry in High School.