Avaliação da aprendizagem no ensino híbrido: considerações a partir de interfaces digitais

Abstract

The present study focuses on the fundamentals of learning assessment, anchored in the formative epistemology and its theoretical-methodologicals developments associated to the blended teaching and the possibilities of the DICT in the contemporary educational scenario. Therefore, part of the following question: what theoretical-methodological foundations of blended teaching can contribute to the assessment of learning in formative perspective? In this context, the research proposes to contribute with the theoretical and methodological fundamental of learning assessment, and its current developments in the blended teaching process. For this, it assures itself in the qualitative approach, of the exploratory type, based on studies of a bibliographic nature. Data collection consists of searches in books, the Scielo e-library and periodical articles related to the topic. In the exploration of the conceptual axes, the concepts blended teaching, diagnostic dialogue, personalization, mediation and feedback were all prioritized, crossing the perspective of an assessment of learning in a blending context of formation. The results are the result of the theoretical and methodological discussions about the object of study, which indicate the main conceptions of assessment that influence the act of assessment in the school, while at the same time evidencing possible alternatives to re-significate the pedagogical practice, based on the teaching approach blending learning and in the didactic-pedagogical use of DICT. The study evidence the concept of personalization in the scope of e assessment, in the intention of contributing with the teacher to know the best way of the student to learn, indicating the models of flipped classroom, station rotation and lab rotation.The category of learning mediation is discussed, from challenges posed to the teacher, reflecting on new ways of teaching, learning and assessment, in order to construct meaningful learning. Equally, the results indicate that the assessment in the context blended teaching implies new possibilities associated with the use of resources and digital media, inserted in the teacher training to plan methodological actions adapted to the culture, the technological structure of the school and the group and individual needs of the students. From the academic point of view, these aspects are relevant, since they constitute possibilities to foster new research and to re-significate the assessment practice, at the core of blended teaching, in keeping with the principles of procedural / formative assessment.