A avaliação somativa da aprendizagem no ensino presencial e remoto

• Autor(a) principal: Silva, Izabel Nogueira da
• Data de Publicação: 2021
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Ceará (UFC)
• Texto Completo: http://www.repositorio.ufc.br/handle/riufc/59474
• topic: Ensino de biologia; Avaliação da aprendizagem; Instrumentos de avaliação

The year 2020 was marked by great turbulence in the entire world population. The Covid-19 pandemic caused by SARS-CoV-2 has established social isolation in many countries in an attempt to stem the rapid spread of this virus and prevent mass contamination. In this context, the school spaces were closed and the substitution of face-to-face classes with classes in digital media was allowed to alleviate the damage of the pandemic and to maintain the students' routine, the so-called remote classes. The goal of this work is to compare the forms of summative evaluation of Biology, in high school, in face-to-face and remote education, investigating how was the adaptation of teachers to remote education, identifying the instruments used by teachers to carry out summative assessments between face-to-face and face-to-face and comparing the forms of assessment between them. This research is qualitative and exploratory. To this end, the online survey was carried out with biology teachers who had taught classes in high school in any period of the last five years. One hundred and fifty answers were collected from teachers with different times of experience in the classroom and teaching modalities. Among teachers, 85% said they had difficulties in evaluating students in remote education, 98% reported having changed the planning of their classes and of those, 87% said they had changed the form of assessment. The main assessment instruments used were in classroom teaching; tests, lists of exercises and group activities, and in remote teaching; lists of exercises, tests and textual productions. This pattern was maintained when comparing summative and non-summative assessments. Thus, it is evident that there was no significant difference in the use of summative assessment instruments in face-to-face and remote education, revealing that there was only a reproduction in remote education, related to the assessment instruments, then was done in face-to-face classes. There was also no significant difference between summative and non-summative assessment instruments, when the modalities were compared separately, pointing out that the teachers used the same forms of assessment regardless of the purpose of the assessment already in face-to-face teaching, a practice reproduced in remote education. However, it is not possible to make any statement about the effectiveness of learning and the proper assessment of students.