Assessment of the problem-situation by tutors and students on a course of undergraduate experienced in active methodologies

• Autor(a) principal: Dornelas, Rodrigo
• Data de Publicação: 2016
• Outros Autores: da Silva, Kelly, César, Carla Patrícia Hernadez Alves Ribeiro, Oliveira-Barreto, Aline Cabral de, Guedes-Granzotti, Raphaela Barroso
• 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/7613
• topic: Educational assessment; Education; Problem-based learning; Avaliação educacional; Ensino; Aprendizagem baseada em problemas

the objective of this text is compare the assessments of students and tutors about the problems used in a Phonoaudiology course structured in active methodologies. The comparison was performed of formative assessment by 30 students and four tutors of Cycle II of Phonoaudiology course at a public university. 36 problem situations were analyzed using scales from zero (poor) to four (excellent), assigned to evaluate problem situations. The results were analyzed statistically (Kappa coefficient and Mann - Whitney, with a significance level of 5 %). There was no agreement between the evaluations of the problems by students and tutors (Kappa index= 0.0036 ), and that students given higher scores for the issues of problems (mean: 3.7 ) when compared to the tutors (mean: 3.16 ) , although all have assigned good facility for the resolution of problem situations. There was no agreement between the evaluations of problem situations between tutors and students.