Avaliação da aprendizagem no curso de licenciatura em ciências biológicas da UEG unidade Iporá: uma leitura das concepções de docentes e discentes

• Autor(a) principal: SILVA, Flavia Damacena Sousa
• Data de Publicação: 2011
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/0013000005jw9
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tde/560
• topic: Concepções de Avaliação da Aprendizagem; Formação de Professores; Licenciatura em Ciências Biológicas; Conceptions of Learning Assessment; Teacher Education; Degree in Biological Sciences; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM::APRENDIZAGEM E DESEMPENHO ACADEMICOS

The main objective of this research was to analyze and understand the role of assessment of learning in the training of teachers, especially those that work in higher education in the area of teachers training. Considering the entire evaluation context with their contradictions and controversies and the different concepts I decided to study the assessment of learning process in an undergraduate course of Biological Sciences, from the State University of Goiás, Brazil. The study included teachers and students of the 2nd, 3rd and 4th grades in that course. The proposal was to investigate the documents guiding of evaluation practice of teachers and trainers, in order to grasp the concepts of teachers and academics on the assessment of learning. To develop this proposal the following research questions was formulated: What are the conceptions of learning assessment from teacher trainers and students of Biological Sciences course in this University and yet, what are the consequences of these conceptions in teachers' practice and training of undergraduates? To answer these questions was carried out a qualitative study, whose method was the case study that considers relevant to observe and understand the subjects in their context of social and historical; I was also a participating in this study since it was considered for analysis of data my own experience beyond the academic experiences lived throughout my professional practice. It was noted that scholars tend to understand the assessment, by reference to the pedagogical practices of their teachers, and also that these teachers understand the assessment, looking more instrumental aspects than pedagogical, social and political aspects. Teachers expressed their understanding of assessment of learning as a continuous process, using different instruments of evaluation and the proof as the most appropriate and used by them. About the reflections on the concepts and assessment practices of teachers in the training of scholars, it was apparent that they assimilated the concept of continuous assessment that uses different instruments and the use of the proof as a more appropriate assessment tool for the assessment of learning. Thus, scholars tend to reproduce the evaluation practices of their teachers trainers. The study made it clear that there is a lack of theoretical and pedagogical guidelines regarding the assessment of learning for the training of undergraduates, and in the practice of teacher trainers. This study also demonstrated that teachers trainers have an important role in the construction of conceptions of academics in relation to the subject of evaluation and that these teachers need pedagogical training, in relation to the assessment of learning, so that their assessment practices can be directed to a training that can break with the prevailing models of the old purely summative assessment practices to a qualitative and formative model.