Assessment of learning in Emergency Remote Teaching: the perception of pre-service Mathematics teachers

Detalhes bibliográficos
Autor(a) principal: Silva, Giane Correia
Data de Publicação: 2023
Outros Autores: Brandalise, Mary Angela Teixeira
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3826
Resumo: In the pandemic context of COVID-19, the definition of social isolation led to the closure of Higher Education Institutions, a situation that made them adopt the Emergency Remote Teaching (ERT). Due to that, professors and students were called to continue academic activities in a different context from the in-person learning, causing significant modifications in teaching-assessment-learning processes. This paper, coming from a qualitative investigation, of an interpretative nature, aimed to analyze the perception of pre-service Mathematics teachers on the assessment of learning conducted in the disciplines taken during 2020/2021. Through the Discursive Textual Analysis (DTA), the analysis of the statements collected in an online questionnaire revealed: a) the relationship between the teaching-assessment-learning processes experienced during the ERT; b) the referrals and instruments used by professors to evaluate learning in the ERT; c) the conditions and knowledge necessary to monitor the classes and perform the evaluative activities in the ERT.
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spelling Assessment of learning in Emergency Remote Teaching: the perception of pre-service Mathematics teachersEvaluación de los aprendizajes en la Enseñanza Remota de Emergencia: la percepción de los estudiantes de grado en MatemáticaAvaliação das aprendizagens no Ensino Remoto Emergencial: a percepção de licenciandos em MatemáticaAvaliação da/para AprendizagemAvaliação das AprendizagensEnsino Remoto EmergencialLicenciatura em MatemáticaAssessment of/for LearningAssessment of LearningEmergency Remote TeachingCourse for Pre-service Mathematics TeachersEvaluación de/para el AprendizajeEvaluación de los AprendizajesEnseñanza Remota de EmergenciaLicenciatura en MatemáticaIn the pandemic context of COVID-19, the definition of social isolation led to the closure of Higher Education Institutions, a situation that made them adopt the Emergency Remote Teaching (ERT). Due to that, professors and students were called to continue academic activities in a different context from the in-person learning, causing significant modifications in teaching-assessment-learning processes. This paper, coming from a qualitative investigation, of an interpretative nature, aimed to analyze the perception of pre-service Mathematics teachers on the assessment of learning conducted in the disciplines taken during 2020/2021. Through the Discursive Textual Analysis (DTA), the analysis of the statements collected in an online questionnaire revealed: a) the relationship between the teaching-assessment-learning processes experienced during the ERT; b) the referrals and instruments used by professors to evaluate learning in the ERT; c) the conditions and knowledge necessary to monitor the classes and perform the evaluative activities in the ERT.En el contexto pandémico de la Covid-19, la definición del aislamiento social derivó en el cierre de las Instituciones de Educación Superior, situación que las hizo adoptar la Enseñanza Remota de Emergencia (ERE). Ante ello, profesores y estudiantes fueron convocados a continuar las actividades académicas en un contexto diferente a la modalidad presencial, provocando cambios significativos en los procesos de enseñanza, evaluación y aprendizaje. Este artículo, derivado de una investigación cualitativa, de carácter interpretativo, tuvo como objetivo analizar la percepción de estudiantes de grado en Matemática sobre la evaluación de los aprendizajes realizados en las asignaturas cursadas durante los años 2020/2021. Por medio del Análisis Textual Discursivo (ATD), el análisis de los testimonios recogidos en un cuestionario en línea reveló: a) la relación entre los procesos de enseñanza-evaluación-aprendizaje vividos durante la ERE; b) las referencias y los instrumentos utilizados por los docentes para evaluar los aprendizajes en la ERE; c) las condiciones y los conocimientos necesarios para el seguimiento de las clases y la realización de las actividades de evaluación en el ERE.No contexto pandêmico da Covid-19, a definição de isolamento social acarretou o fechamento das Instituições de Ensino Superior, situação que as fez adotar o Ensino Remoto Emergencial (ERE). Diante disso, professores e estudantes foram chamados a continuarem as atividades acadêmicas em um contexto diferente da modalidade presencial, ocasionando modificações significativas nos processos de ensino-avaliação-aprendizagem. Este artigo, oriundo de uma pesquisa qualitativa, de cunho interpretativo, objetivou analisar a percepção de licenciandos em Matemática sobre a avaliação das aprendizagens realizada nas disciplinas cursadas durante os anos de 2020/2021. Por meio da Análise Textual Discursiva (ATD), a análise dos depoimentos coletados em questionário online revelou: a) relação entre os processos de ensino-avaliação-aprendizagem vivenciadas durante o ERE; b) encaminhamentos e instrumentos utilizados pelos docentes para avaliar a aprendizagem no ERE; c) condições e conhecimentos necessários para acompanhamento das aulas e realização das atividades avaliativas no ERE.Editora Cruzeiro do Sul2023-01-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/382610.26843/rencima.v14n1a23Revista de Ensino de Ciências e Matemática; v. 14 n. 1 (2023): jan./mar.; 1-252179-426Xreponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/3826/2040https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessSilva, Giane CorreiaBrandalise, Mary Angela Teixeira2023-01-26T03:48:23Zoai:ojs.pkp.sfu.ca:article/3826Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2023-01-26T03:48:23Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false
dc.title.none.fl_str_mv Assessment of learning in Emergency Remote Teaching: the perception of pre-service Mathematics teachers
Evaluación de los aprendizajes en la Enseñanza Remota de Emergencia: la percepción de los estudiantes de grado en Matemática
Avaliação das aprendizagens no Ensino Remoto Emergencial: a percepção de licenciandos em Matemática
title Assessment of learning in Emergency Remote Teaching: the perception of pre-service Mathematics teachers
spellingShingle Assessment of learning in Emergency Remote Teaching: the perception of pre-service Mathematics teachers
Silva, Giane Correia
Avaliação da/para Aprendizagem
Avaliação das Aprendizagens
Ensino Remoto Emergencial
Licenciatura em Matemática
Assessment of/for Learning
Assessment of Learning
Emergency Remote Teaching
Course for Pre-service Mathematics Teachers
Evaluación de/para el Aprendizaje
Evaluación de los Aprendizajes
Enseñanza Remota de Emergencia
Licenciatura en Matemática
title_short Assessment of learning in Emergency Remote Teaching: the perception of pre-service Mathematics teachers
title_full Assessment of learning in Emergency Remote Teaching: the perception of pre-service Mathematics teachers
title_fullStr Assessment of learning in Emergency Remote Teaching: the perception of pre-service Mathematics teachers
title_full_unstemmed Assessment of learning in Emergency Remote Teaching: the perception of pre-service Mathematics teachers
title_sort Assessment of learning in Emergency Remote Teaching: the perception of pre-service Mathematics teachers
author Silva, Giane Correia
author_facet Silva, Giane Correia
Brandalise, Mary Angela Teixeira
author_role author
author2 Brandalise, Mary Angela Teixeira
author2_role author
dc.contributor.author.fl_str_mv Silva, Giane Correia
Brandalise, Mary Angela Teixeira
dc.subject.por.fl_str_mv Avaliação da/para Aprendizagem
Avaliação das Aprendizagens
Ensino Remoto Emergencial
Licenciatura em Matemática
Assessment of/for Learning
Assessment of Learning
Emergency Remote Teaching
Course for Pre-service Mathematics Teachers
Evaluación de/para el Aprendizaje
Evaluación de los Aprendizajes
Enseñanza Remota de Emergencia
Licenciatura en Matemática
topic Avaliação da/para Aprendizagem
Avaliação das Aprendizagens
Ensino Remoto Emergencial
Licenciatura em Matemática
Assessment of/for Learning
Assessment of Learning
Emergency Remote Teaching
Course for Pre-service Mathematics Teachers
Evaluación de/para el Aprendizaje
Evaluación de los Aprendizajes
Enseñanza Remota de Emergencia
Licenciatura en Matemática
description In the pandemic context of COVID-19, the definition of social isolation led to the closure of Higher Education Institutions, a situation that made them adopt the Emergency Remote Teaching (ERT). Due to that, professors and students were called to continue academic activities in a different context from the in-person learning, causing significant modifications in teaching-assessment-learning processes. This paper, coming from a qualitative investigation, of an interpretative nature, aimed to analyze the perception of pre-service Mathematics teachers on the assessment of learning conducted in the disciplines taken during 2020/2021. Through the Discursive Textual Analysis (DTA), the analysis of the statements collected in an online questionnaire revealed: a) the relationship between the teaching-assessment-learning processes experienced during the ERT; b) the referrals and instruments used by professors to evaluate learning in the ERT; c) the conditions and knowledge necessary to monitor the classes and perform the evaluative activities in the ERT.
publishDate 2023
dc.date.none.fl_str_mv 2023-01-26
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3826
10.26843/rencima.v14n1a23
url https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3826
identifier_str_mv 10.26843/rencima.v14n1a23
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3826/2040
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora Cruzeiro do Sul
publisher.none.fl_str_mv Editora Cruzeiro do Sul
dc.source.none.fl_str_mv Revista de Ensino de Ciências e Matemática; v. 14 n. 1 (2023): jan./mar.; 1-25
2179-426X
reponame:Revista de Ensino de Ciências e Matemática - REnCiMa
instname:Universidade de Caxias do Sul (UCS)
instacron:UCS
instname_str Universidade de Caxias do Sul (UCS)
instacron_str UCS
institution UCS
reponame_str Revista de Ensino de Ciências e Matemática - REnCiMa
collection Revista de Ensino de Ciências e Matemática - REnCiMa
repository.name.fl_str_mv Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)
repository.mail.fl_str_mv ||rencima@cruzeirodosul.edu.br
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