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

Abstract

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.