Instrumentos de avaliação da aprendizagem na educação superior: interfaces com as concepções de docentes nos cenários da educação a distância e do ensino remoto

Detalhes bibliográficos
Autor(a) principal: BARBOSA, Dayse Patrícia Pereira
Data de Publicação: 2023
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da UFRPE
Texto Completo: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9261
Resumo: The learning assessment in University Education is a relevant topic, especially when we look at the challenges faced by teachers in the context of the Covid-19 pandemic. In this context, reflections on assessment approaches and instruments have become necessary, with a view to resizing the teaching and learning processes mediated by digital information and communication technologies. The expansion of technological tools, which support innovative practices, offers a wide range of possibilities for teachers to carry out various activities. Innovation here understood as improvement in teaching and learning processes and, consequently, in the assessment of learning. In this perspective, this research proposed to analyze the teachers' conceptions about the choice of evaluative learning instruments in the contexts of Distance Education and Emergency Remote Teaching. As for the theoretical contribution, the research was guided by approaches that discuss learning assessment, such as: studies by Libâneo (1994), Haidt (1995), Perrenoud (2007), Hoffmann (2014), Luckesi (2018), Araújo (2013), and, as a theoretical contribution, in the fields of Distance Education and Digital Technologies, we used the approaches of: Tori (2010), Padilha (2010), Moran (2015), Amante (2016), Cerutti (2017), Oliveira (2018), Araújo (2019), Kenski (2019), Santos (2021), among other authors. Data were constructed in three complementary stages, with emphasis on the qualitative research approach. As collection instruments, an electronic questionnaire related to the participants' registration data, semi-structured interviews and non-participant systematic observation were used for immersion in the virtual rooms used by the professors participating in the research. With regard to the methodological design, the research is of an applied nature and is characterized as descriptive by proposing “the exploration of real-life situations, whose limits are not clearly defined” (GIL, 2019). Data were analyzed using Bardin's (1977) content analysis. From the analysis and discussion of the data, it was noticed that the difficulty of the professors, in evaluating remotely, was more linked to the concern in identifying the student and in the viability of correcting the applied evaluations. The results showed that the choice of assessment instruments takes into account the following aspects: the size of the class, the need to avoid plagiarism and, therefore, professors took more than one type of test, in addition to the particularities of the disciplines. Only one teacher presented, in his speech, the concern with the student profile. It was also evident that experience, or inexperience, in relation to the use of technological tools did not interfere in the choice of evaluation instruments by the participating professors. We can say that the research objectives were achieved, but that the result was different from what we presented in the hypotheses. Even the professors who showed a lot of clarity in the particularities of Distance Education and exceptionalities of the Emergency Remote Teaching presented in their answers the didactic transposition of the evaluative practices of traditional teaching. Practices that prioritize control, attendance and participation conditioned to teaching imperatives. As an educational product of the research, a Collaborative Notebook was prepared, containing strategies and evaluative instruments that serve as methodological support for teachers regarding the use of technologies.
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spelling SILVA, Ivanda Maria MartinsCALADO, Ednara Felix NunesALBUQUERQUE, José de Limahttp://lattes.cnpq.br/5087371823144795BARBOSA, Dayse Patrícia Pereira2023-08-01T20:14:29Z2023-02-14BARBOSA, Dayse Patrícia Pereira. Instrumentos de avaliação da aprendizagem na educação superior: interfaces com as concepções de docentes nos cenários da educação a distância e do ensino remoto. 2023. 113 f. Dissertação (Programa de Pós-Graduação em Tecnologia e Gestão em Educação a Distância) - Universidade Federal Rural de Pernambuco, Recife.http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9261The learning assessment in University Education is a relevant topic, especially when we look at the challenges faced by teachers in the context of the Covid-19 pandemic. In this context, reflections on assessment approaches and instruments have become necessary, with a view to resizing the teaching and learning processes mediated by digital information and communication technologies. The expansion of technological tools, which support innovative practices, offers a wide range of possibilities for teachers to carry out various activities. Innovation here understood as improvement in teaching and learning processes and, consequently, in the assessment of learning. In this perspective, this research proposed to analyze the teachers' conceptions about the choice of evaluative learning instruments in the contexts of Distance Education and Emergency Remote Teaching. As for the theoretical contribution, the research was guided by approaches that discuss learning assessment, such as: studies by Libâneo (1994), Haidt (1995), Perrenoud (2007), Hoffmann (2014), Luckesi (2018), Araújo (2013), and, as a theoretical contribution, in the fields of Distance Education and Digital Technologies, we used the approaches of: Tori (2010), Padilha (2010), Moran (2015), Amante (2016), Cerutti (2017), Oliveira (2018), Araújo (2019), Kenski (2019), Santos (2021), among other authors. Data were constructed in three complementary stages, with emphasis on the qualitative research approach. As collection instruments, an electronic questionnaire related to the participants' registration data, semi-structured interviews and non-participant systematic observation were used for immersion in the virtual rooms used by the professors participating in the research. With regard to the methodological design, the research is of an applied nature and is characterized as descriptive by proposing “the exploration of real-life situations, whose limits are not clearly defined” (GIL, 2019). Data were analyzed using Bardin's (1977) content analysis. From the analysis and discussion of the data, it was noticed that the difficulty of the professors, in evaluating remotely, was more linked to the concern in identifying the student and in the viability of correcting the applied evaluations. The results showed that the choice of assessment instruments takes into account the following aspects: the size of the class, the need to avoid plagiarism and, therefore, professors took more than one type of test, in addition to the particularities of the disciplines. Only one teacher presented, in his speech, the concern with the student profile. It was also evident that experience, or inexperience, in relation to the use of technological tools did not interfere in the choice of evaluation instruments by the participating professors. We can say that the research objectives were achieved, but that the result was different from what we presented in the hypotheses. Even the professors who showed a lot of clarity in the particularities of Distance Education and exceptionalities of the Emergency Remote Teaching presented in their answers the didactic transposition of the evaluative practices of traditional teaching. Practices that prioritize control, attendance and participation conditioned to teaching imperatives. As an educational product of the research, a Collaborative Notebook was prepared, containing strategies and evaluative instruments that serve as methodological support for teachers regarding the use of technologies.A avaliação da aprendizagem na Educação Superior configura-se como temática relevante, principalmente, quando visualizamos os desafios enfrentados pelos docentes no cenário da pandemia de Covid-19. Neste contexto, reflexões sobre abordagens e instrumentos avaliativos tornaram-se necessárias, tendo em vista redimensionamentos de processos de ensino e aprendizagem mediados pelas Tecnologias Digitais de Informação e Comunicação (TDIC). A expansão de ferramentas tecnológicas, que dão suporte às práticas inovadoras, oferece um amplo repertório de possibilidades aos docentes para a realização de atividades variadas. Inovação aqui entendida como melhoria nos processos de ensino e aprendizagem e, consequentemente, na avaliação da aprendizagem. Nessa perspectiva, esta pesquisa se propôs a analisar as concepções docentes acerca da escolha de instrumentos avaliativos da aprendizagem nos contextos da Educação a Distância e do Ensino Remoto Emergencial. Quanto ao aporte teórico, a pesquisa norteou-se em abordagens que discutem avaliação da aprendizagem, tais como: os estudos de Libâneo (1994), Haidt (1995), Perrenoud (2007), Hoffmann (2014), Luckesi (2018), Araújo (2013), e, como aporte teórico, nos campos da Educação a Distância e Tecnologias Digitais, recorremos aos enfoques de: Tori (2010), Padilha (2010), Moran (2015), Amante (2016), Cerutti (2017), Oliveira (2018), Araújo (2019), Kenski (2019), Santos (2021), entre outros autores. Os dados foram construídos em três etapas complementares, com destaque para a abordagem qualitativa de pesquisa. Como instrumentos de coleta, foram utilizados um questionário eletrônico relativo aos dados cadastrais dos participantes, entrevistas semiestruturadas e observação sistemática não participante para imersão nas salas virtuais utilizadas pelos docentes participantes da pesquisa. No tocante ao desenho metodológico, a pesquisa é de natureza aplicada e caracteriza-se como descritiva por propor “a exploração de situações da vida real, cujos limites não estão claramente definidos'' (GIL, 2019). Os dados foram analisados por meio da análise de conteúdo de Bardin (1977). A partir da análise e discussão dos dados percebeu-se que a dificuldade dos docentes, em avaliar remotamente, estava mais vinculada à preocupação na identificação do aluno e na viabilidade de correção das avaliações aplicadas. Os resultados evidenciaram que a escolha dos instrumentos avaliativos leva em consideração os seguintes aspectos: o tamanho da turma, a necessidade de evitar o plágio e, por isso, os docentes realizavam mais de um tipo prova, além das particularidades das disciplinas. Apenas um docente apresentou, em seu discurso, a preocupação com o perfil discente. Também ficou evidente que a experiência, ou inexperiência, em relação à utilização de ferramentas tecnológicas não interferiu na escolha dos instrumentos avaliativos, pelos docentes participantes. Podemos dizer que os objetivos de pesquisa foram alcançados, mas, que o resultado foi diferente do que apresentamos nas hipóteses. Mesmo os docentes que demonstraram bastante clareza nas particularidades da EaD e excepcionalidades do ERE apresentavam em suas respostas a transposição didática das práticas avaliativas do ensino tradicional. Práticas que priorizam o controle, a frequência e a participação condicionada aos imperativos docentes. Como produto educacional da pesquisa, foi elaborado um Caderno Colaborativo, contendo estratégias e instrumentos avaliativos que sirvam de suporte metodológico para docentes no que tange ao uso das tecnologias.Submitted by (ana.araujo@ufrpe.br) on 2023-08-01T20:14:29Z No. of bitstreams: 1 Dayse Patricia Pereira Barbosa.pdf: 3210706 bytes, checksum: f745bd24d95e0a099be75a3324b60a51 (MD5)Made available in DSpace on 2023-08-01T20:14:29Z (GMT). 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dc.title.por.fl_str_mv Instrumentos de avaliação da aprendizagem na educação superior: interfaces com as concepções de docentes nos cenários da educação a distância e do ensino remoto
title Instrumentos de avaliação da aprendizagem na educação superior: interfaces com as concepções de docentes nos cenários da educação a distância e do ensino remoto
spellingShingle Instrumentos de avaliação da aprendizagem na educação superior: interfaces com as concepções de docentes nos cenários da educação a distância e do ensino remoto
BARBOSA, Dayse Patrícia Pereira
Educação a distância
Avaliação da aprendizagem
Ensino superior
CIENCIAS HUMANAS::EDUCACAO
title_short Instrumentos de avaliação da aprendizagem na educação superior: interfaces com as concepções de docentes nos cenários da educação a distância e do ensino remoto
title_full Instrumentos de avaliação da aprendizagem na educação superior: interfaces com as concepções de docentes nos cenários da educação a distância e do ensino remoto
title_fullStr Instrumentos de avaliação da aprendizagem na educação superior: interfaces com as concepções de docentes nos cenários da educação a distância e do ensino remoto
title_full_unstemmed Instrumentos de avaliação da aprendizagem na educação superior: interfaces com as concepções de docentes nos cenários da educação a distância e do ensino remoto
title_sort Instrumentos de avaliação da aprendizagem na educação superior: interfaces com as concepções de docentes nos cenários da educação a distância e do ensino remoto
author BARBOSA, Dayse Patrícia Pereira
author_facet BARBOSA, Dayse Patrícia Pereira
author_role author
dc.contributor.advisor1.fl_str_mv SILVA, Ivanda Maria Martins
dc.contributor.referee1.fl_str_mv CALADO, Ednara Felix Nunes
dc.contributor.referee2.fl_str_mv ALBUQUERQUE, José de Lima
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/5087371823144795
dc.contributor.author.fl_str_mv BARBOSA, Dayse Patrícia Pereira
contributor_str_mv SILVA, Ivanda Maria Martins
CALADO, Ednara Felix Nunes
ALBUQUERQUE, José de Lima
dc.subject.por.fl_str_mv Educação a distância
Avaliação da aprendizagem
Ensino superior
topic Educação a distância
Avaliação da aprendizagem
Ensino superior
CIENCIAS HUMANAS::EDUCACAO
dc.subject.cnpq.fl_str_mv CIENCIAS HUMANAS::EDUCACAO
description The learning assessment in University Education is a relevant topic, especially when we look at the challenges faced by teachers in the context of the Covid-19 pandemic. In this context, reflections on assessment approaches and instruments have become necessary, with a view to resizing the teaching and learning processes mediated by digital information and communication technologies. The expansion of technological tools, which support innovative practices, offers a wide range of possibilities for teachers to carry out various activities. Innovation here understood as improvement in teaching and learning processes and, consequently, in the assessment of learning. In this perspective, this research proposed to analyze the teachers' conceptions about the choice of evaluative learning instruments in the contexts of Distance Education and Emergency Remote Teaching. As for the theoretical contribution, the research was guided by approaches that discuss learning assessment, such as: studies by Libâneo (1994), Haidt (1995), Perrenoud (2007), Hoffmann (2014), Luckesi (2018), Araújo (2013), and, as a theoretical contribution, in the fields of Distance Education and Digital Technologies, we used the approaches of: Tori (2010), Padilha (2010), Moran (2015), Amante (2016), Cerutti (2017), Oliveira (2018), Araújo (2019), Kenski (2019), Santos (2021), among other authors. Data were constructed in three complementary stages, with emphasis on the qualitative research approach. As collection instruments, an electronic questionnaire related to the participants' registration data, semi-structured interviews and non-participant systematic observation were used for immersion in the virtual rooms used by the professors participating in the research. With regard to the methodological design, the research is of an applied nature and is characterized as descriptive by proposing “the exploration of real-life situations, whose limits are not clearly defined” (GIL, 2019). Data were analyzed using Bardin's (1977) content analysis. From the analysis and discussion of the data, it was noticed that the difficulty of the professors, in evaluating remotely, was more linked to the concern in identifying the student and in the viability of correcting the applied evaluations. The results showed that the choice of assessment instruments takes into account the following aspects: the size of the class, the need to avoid plagiarism and, therefore, professors took more than one type of test, in addition to the particularities of the disciplines. Only one teacher presented, in his speech, the concern with the student profile. It was also evident that experience, or inexperience, in relation to the use of technological tools did not interfere in the choice of evaluation instruments by the participating professors. We can say that the research objectives were achieved, but that the result was different from what we presented in the hypotheses. Even the professors who showed a lot of clarity in the particularities of Distance Education and exceptionalities of the Emergency Remote Teaching presented in their answers the didactic transposition of the evaluative practices of traditional teaching. Practices that prioritize control, attendance and participation conditioned to teaching imperatives. As an educational product of the research, a Collaborative Notebook was prepared, containing strategies and evaluative instruments that serve as methodological support for teachers regarding the use of technologies.
publishDate 2023
dc.date.accessioned.fl_str_mv 2023-08-01T20:14:29Z
dc.date.issued.fl_str_mv 2023-02-14
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dc.identifier.citation.fl_str_mv BARBOSA, Dayse Patrícia Pereira. Instrumentos de avaliação da aprendizagem na educação superior: interfaces com as concepções de docentes nos cenários da educação a distância e do ensino remoto. 2023. 113 f. Dissertação (Programa de Pós-Graduação em Tecnologia e Gestão em Educação a Distância) - Universidade Federal Rural de Pernambuco, Recife.
dc.identifier.uri.fl_str_mv http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9261
identifier_str_mv BARBOSA, Dayse Patrícia Pereira. Instrumentos de avaliação da aprendizagem na educação superior: interfaces com as concepções de docentes nos cenários da educação a distância e do ensino remoto. 2023. 113 f. Dissertação (Programa de Pós-Graduação em Tecnologia e Gestão em Educação a Distância) - Universidade Federal Rural de Pernambuco, Recife.
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dc.publisher.initials.fl_str_mv UFRPE
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dc.publisher.department.fl_str_mv Unidade Acadêmica de Educação a Distância e Tecnologia
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MD5
repository.name.fl_str_mv Biblioteca Digital de Teses e Dissertações da UFRPE - Universidade Federal Rural de Pernambuco (UFRPE)
repository.mail.fl_str_mv bdtd@ufrpe.br ||bdtd@ufrpe.br
_version_ 1810102274051014656