Methods of student assessment in an undergraduate course based on active methods

• Autor(a) principal: Oliveira-Barreto, Aline Cabral de
• Data de Publicação: 2017
• Outros Autores: Guedes-Granzotti, Raphaela Barroso, Domenis, Danielle Ramos, Pellicani, Ariane Damasceno, Silva, Kelly da, Dornelas, Rodrigo, César, Carla Patrícia Hernandez Alves Ribeiro
• 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/8745
• topic: Educational measurement. Teaching. Problem-based learning.; Evaluación de la educación. Educación. Aprendizaje basado en problemas.; Avaliação educacional. Ensino. Aprendizagem baseada em problemas.

This study aims to compare and correlate the results os formative and summative assessments in tutorial sessions and skills practices of an undergraduated degree in Speech Therapy of a Brazilian public University. The sample consisted of results of summative and formative assessments of tutorials and practical skills of 42 students of II Cycle of Speech Therapy course of a Public University, which uses a active methododolgy, approached as based learning problems. The inclusion criterion was the acceptance only the results os student´s evaluation with minimuin attendace of 75%. Data were tabulated and submitted to estatistical analyses with p-value ≤ 0.05. There was a positive correlation between assessments (formative and summative), in Tutorials and Skills. Higher mean scores were identified for the two subunits, in the formative evaluation, with significant differences (p < 0.01). Conclusion: There was a positive correlation between the formative and summative assessments in tutorial sessions and skills practices, with better results for the formative (both as tutorial sessions and skills practices). In this context, this study demonstrates the need to implement and/ou valorize of daily formative evaluations in the development of Speech Therapy graduations.