Reflections on evaluative practice in higher education: an experience collaborative

• Autor(a) principal: Batista, Suênya Marley Mourão
• Data de Publicação: 2016
• Outros Autores: Ibiapina, Ivana Maria Lopes de Melo
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Ibero-Americana de Estudos em Educação (Online)
• Texto Completo: https://periodicos.fclar.unesp.br/iberoamericana/article/view/7392
• topic: Evaluation practice. Teacher. Higher education. Collaboration.; Práctica evaluativa. Profesor. Enseñanza superior. Colaboración.; Prática avaliativa. Professor. Ensino superior. Colaboração.

This article aims to reflect on the evaluation practice of higher education teachers generated from research conducted as part of a private higher education institution. The objective of this study is to characterize the assessment practices of teachers who work in higher education and collaborate in order to facilitate the expansion of dynamic assessment practices were used as theoretical and methodological support the studies of Vygotsky (2007), Liberali (2008), Ibiapina (2007, 2008), Meier (2007), Campione (2002) and Hoffmann (2011). Field research was conducted in a qualitative approach to collaborative type with 3 (three) in higher education using the reflective interview as data collection tool to promote critical thinking about assessment practices to develop. The results showed the prevalence of use of traditional assessment practices by teachers and the possibility of performing dynamic assessment practices from the understanding of these nurtured by the research and training process.