Evaluation of learning from the perspective of graduates in Natural Sciences
DOI:
https://doi.org/10.15536/reducarmais.7.2023.3314Keywords:
Learning assessment, Degree in Natural Sciences, GraduatesAbstract
This study is part of the research carried out in the Academic Masters in Teaching at the Federal University of Pampa, Campus Bagé, developed in the Natural Sciences course of this institution at Campus Dom Pedrito, having as subjects the 70 graduates of the course, formed between 2016 and 2022. It was carried out due to the relevance of the theme in teacher training courses and also because there is a small amount of research on learning assessment in these courses. The study aimed to understand the theoretical and practical perspectives of emancipatory assessment in the perception of graduates of the degree. Methodologically, it is a case study, qualitative and explanatory. Data were obtained through an online questionnaire, sent to the 70 graduates, answered by 20 of them, accounting for 29% of the sample. Data interpretation is based on the content analysis proposed by Bardin (2011). The results of this investigation indicate that the dialogue about evaluation occurs most of the time in the Pedagogical Practices and Education components. Regarding the evaluation instruments used in the course, the test was the most mentioned, and, at the same time, it was the most cited as an instrument that students would not use in their teaching practice. The results point out that the graduates understand the evaluation as a process, which should not be carried out in a punctual way, highlighting the importance of qualitative aspects and dialogue during the evaluation process. Some results based on the graduates' perspective show evidence of an assessment aligned with the emancipatory assessment, conceptualized by Saul (2010).
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Copyright (c) 2023 Leticia Leite Chaves, Crisna Daniela Krause Bierhalz
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