AVALIAÇÃO COMO OPORTUNIDADE DE APRENDIZAGEM: ANÁLISE DA PRODUÇÃO ESCRITA DE UMA PROVA EM FASES DE INTEGRAL

• Ano de defesa: 2024
• Autor(a) principal: Lovatto, Guilherme Gasparini
• Orientador(a): Ciani, Andréia Buttner
• Banca de defesa: Ciani, Andréia Buttner , Fontana, Angela Marques , Ribeiro, Dulcyene Maria
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Cascavel
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação em Ciências e Educação Matemática
• Departamento: Centro de Ciências Exatas e Tecnológicas
• País: Brasil
• Palavras-chave em Português: Análise da produção escrita; Prova em fases; Avaliação da aprendizagem
• Palavras-chave em Inglês: Written production analysis; Phased exam; Learning assessment
• Área do conhecimento CNPq: CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: https://tede.unioeste.br/handle/tede/7524

The subject of Calculus I has a significant impact on the academic life of students in exact sciences courses, reflected in its high failure and dropout rates. This reality motivated the research, driven by the awareness of the challenges faced by most students upon entering university, especially in exact sciences courses, when encountering this subject. Adaptation to academic mathematics and teaching methodologies are central factors in this process. Traditionally seen as a barrier, assessment is reimagined in this dissertation as an investigative practice that fosters students' understanding and continuity. This study aims to describe, analyze, present, and discuss the opportunities generated for students through the analysis of their written productions in a phased exam, aiming to reveal their knowledge, promote learning, and provide feedback on their solutions. This qualitative research adopts an interpretative approach, where assessment is viewed as an investigative practice, and the premises of written production analysis are applied to interpret students’ outputs in the phased exam of Calculus I. Combining this approach with horizontal and vertical readings enabled interventions based on the students’ productions. The results indicated that the phased exam, along with the analysis of written productions, facilitated the development of meaningful feedback for learning progress, offering pathways for improvement, as well as allowing the identification, reflection, and correction of errors. It is concluded that the use of the phased exam aligns with at least three assessment principles related to learning, suggesting a qualitative and investigative approach that breaks away from the paradigm of assessment focused solely on grading, prioritizing, instead, the student’s learning process.