Avaliação da Aprendizagem no Ensino a Distância Online: perspectivas teórico-metodológicas

• Autor(a) principal: Espirito Santo, Eniel
• Data de Publicação: 2023
• Outros Autores: Cardoso, Ariston de Lima, Santos, Adilson Gomes dos
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista da FAEEBA (Online)
• Texto Completo: https://www.revistas.uneb.br/index.php/faeeba/article/view/11761
• topic: Distance education.; Learning Assessment; Digital Technologies; Educação a distância.; Avaliação da aprendizagem.; Tecnologias digitais.

Liquid modernity, aggravated by the cruel impacts of the Covid-19 pandemic, has imposed tremendous challenges to educational praxes at all levels of education, because teachers were flung to virtual educational environments requiring pedagogical strategies coherent with cyberspace. In the distance education context, the reflexive use of interfaces and digital technologies potentializes the process of pedagogical mediation, resulting in novel ways of teaching and learning. In this respect, there are often questions related to the assessment process of learning in virtual environments, since the mere transposition of face-to-face strategies does not present satisfactory results for online teaching. In this study, our objective is to discuss the main theoretical premises related to the learning assessment in the distance education context, relating them to the methodological proposal of educational assessment recommended by the Virtual Pedagogical Model of Universidade Federal do Recôncavo da Bahia (UFRB). The study consists of exploratory and descriptive research, with a qualitative approach, operationalized through a case study carried out at UFRB. It was concluded that the assessment of the learning in distance education, performed with the support of digital technologies, entails a high level of feedback, with the aim of engaging the students in their self-learning process and reassessment of the teaching praxis.  Furthermore, it requires the use of a wide range of assessment instruments, in order to enable the collection of information on the level of learning attained by the student and, above all, on the development of the skills preconized by the course, or curricular component, as well as those demanded by the professional world and by the hyperconnected society in which we are inserted.