PRÁTICAS DE AVALIAÇÃO EM TEMPOS DE EXPERIÊNCIAS EDUCATIVAS EMERGENCIAIS: Das Dificuldades ao Planejamento

• Autor(a) principal: Vanina Costa Dias, Vanina Costa Dias
• Data de Publicação: 2021
• Outros Autores: Rodrigues, Ione Aparecida Neto
• Tipo de documento: Artigo
• Idioma: por; eng; spa
• Título da fonte: Revista Brasileira de Aprendizagem Aberta e a Distância
• Texto Completo: https://seer.abed.net.br/RBAAD/article/view/489
• topic: Avaliação da aprendizagem; educação remota; pandemia.

This article was guided by the understanding that learning assessment contributes to identify areas for improvement in learning, whether in classroom or digital contexts, and sought to understand how teachers have assessed students learning in remote classes developed during the coronavirus pandemic. We discussed issues such as: a) in the evaluation of learning developed in digital and distance contexts, the presence of technology alone is not enough. b) when it comes to the development of evaluative practices in digital environments, there is always a concern for security, ensuring the reliability and credibility of the results. The discussion, which we briefly present, takes as an object of analysis the responses of teachers of a psychology course, from a private institution in MG, obtained through an electronic form released to all, right after the first stage of tests with a view to improving the evaluation process of students in the first semesters of 2020. The data revealed that the difficulties encountered were of a theoretical and methodological nature as regards the selection of methods, techniques, schedules, fraud prevention and carrying out an inclusive assessment capable of covering criteria and objectives that cover all special educational needs. In any case, it will be necessary to take into account the adequacy and relevance of the assessment instruments, consider the collection and analysis of data, judgment, decision making and information to interested parties.