FORMATIVE ASSESSMENT IN TUTORIAL GROUPS: AN ANALYSIS BASED ON EMOTIONAL DIDACTIC SUITABILITY

• Autor(a) principal: Vasconcelos, Pedro Fonseca de
• Data de Publicação: 2023
• Outros Autores: Gusmão, Tânia Cristina Rocha Silva, Duarte, Ana Cristina Santos
• Tipo de documento: preprint
• Idioma: por
• Título da fonte: SciELO Preprints
• Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/6635
• topic: Feedback; aprendizagem baseada em problemas; critérios de idoneidade didática; autonomia; emoções; Feedback; problem-based learning; didactic suitability criteria; autonomy; emotions; Retroalimentación; aprendizaje basado en problemas; criterios de idoneidad didáctica; autonomía; emociones

Formative assessment consists of a qualitative verification of the skills and competencies of an individual in a formal instructional process. This evaluation is fundamental for the progress of the tutorial groups, present in the methodology of Problem-Based Learning, widely used in medical courses in Brazil. However, factors such as lack of knowledge and fear of the evaluation process prevent it from being carried out. Therefore, this study aims to analyze how formative assessment occurs in tutorial groups, based on Emotional Didactic Suitability. That is, it aims to understand how formative assessment affects the interest, attitude and emotions of students participating in the tutorial group. La investigación se caracteriza por ser cualitativa, teniendo como informantes a estudiantes y a un tutor del curso de Medicina de una universidad del interior de Bahía.Para la recolección de datos, se utilizó la Observación Participante utilizando cuestionarios estructurados y observación de dinámicas tutoriales en 2021. Data analysis was performed through the Criterion of Emotional Didactic Suitability adapted to the medical course, which aims to measure how students are interested and affected in the teaching-learning process. As a result, it was noticed that students and teachers still value summative evaluation more than formative evaluation, creating aversive behaviors to the evaluation process, such as anxiety and fear. The notion of the importance of evaluation at the end of tutoring was perceived as a way to stimulate the development of skills and attitudes, although it does not follow a standardization of self-evaluation, peer evaluation, tutor evaluation and tutor evaluation.