Avaliação formativa no ensino superior: avanços e contradições

• Ano de defesa: 2015
• Autor(a) principal: Silva, Natália Luiza
• Orientador(a): Mendes, Olenir Maria
• Banca de defesa: Sordi, Mara Regina Lemes de , Coimbra, Camila Lima
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia
• Programa de Pós-Graduação: Programa de Pós-graduação em Educação
• Departamento: Ciências Humanas
• País: BR
• Palavras-chave em Português: Avaliação das aprendizagens; Avaliação formativa; Ensino superior; Avaliação educacional; Prática de ensino; Ensino superior - Avaliação
• Palavras-chave em Inglês: Learning evaluation; Formative evaluation; Higher education
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufu.br/handle/123456789/14018; https://doi.org/10.14393/ufu.di.2015.255

This research deals with the evaluation of learning in undergraduate courses of Universidade Federal de Uberlândia (UFU) in which formative evaluation is a guideline in their politicalpedagogical projects. The objective was to analyze the evaluation processes of learning in these courses and to check to what extent they are also part of learning, fulfilling their pedagogical role. The study was conducted in three stages. The first stage constituted the documentary analysis of political-pedagogical projects of the courses in question. Subsequently, the teaching plans of syllabus components taught in these courses were analyzed. The last stage of the research consisted of interviews with professors who showed in their teaching plans more indications of putting formative evaluation in practice. It was possible to check with this research that there was a breakthrough, though small, on the Institution s discourse, through its planning official documents. Some of them have already made explicit the need that the evaluating practice occurs in a formative perspective. On the other hand, incoherent elements with the principles of formative evaluation were identified both the teaching planes and the interviews. We believe this research will be important to promote the reflection on the proposals and evaluation practices in the scope of the institution researched and also other higher education institutions.