As práticas docentes de avaliação para a aprendizagem em contextos de educação híbrida no ensino superior

Abstract

The present research aims to present an analysis of how the assessment for learning is conducted in contexts of hybrid education in the Pedagogy course of a Brazilian public university. It is a study with relevance to the scientific and social scope, whose motivation started from the need to understand the following question: how do teaching assessment practices for learning in hybrid Higher Education contexts occur? To this end, a literature review was performed, which supported the understanding about the aim of this research on the perspectives of learning evaluation and the specificities of hybrid education. The methodology used to perform this qualitative research followed the approach of the case study, being of the exploratory type, and involved as instruments of data collection: the direct observation of the classes, the interview with the teachers and the documental analysis of the teaching plans. The investigative process occured during the months of August and September 2019, within the scope of four classes of the Higher Education course, whose theoretical-methodological assumptions were linked to the perspective of hybridism in education, with educational practices that combined the pedagogical contributions of conventional education with the potential of online education and the use of Digital Information and Communication Technologies (TDIC). In the educational scenarios investigated, whose didactic-pedagogical proposals fit into the hybrid modality of education, data were collected regarding the hybrid models adopted by teachers in their disciplines; the types of evaluation conducted; the instruments used to promote the evaluation; the realization of personalized learning; the self-assessment processes encouraged by teachers yu74and the teaching practice of assessment proposed in the teaching plansThe results show that teachers of hybrid education contexts that adopt a constructive method in their teaching, perform evaluative actions based on formative assessment mode, combining shares of diagnostic and summative assessment to promote learning. The study highlights the autonomy of the teacher to personalize a mixed model of hybrid education, points out the different instruments and assessment strategies used to raise evidence about student learning, brings the customization of learning as a practice that is centered on the interests of students, revealing that this characteristic of hybrid education has an intrinsic relationship with diagnostic and formative assessment, presents student self-assessment as an action encouraged by the teacher in dialogical, interactive and feedback-giving moments, and reveals the elements and characteristics of the teaching plans, emphasizing the evaluation process. From the academic point of view, the results of the research are relevant, as they contributed to the refinement and expansion of the studied theme, and made it possible to raise questions to encourage new research.