Avaliação do ensino-aprendizagem e feedback no curso de odontologia de uma instituição de ensino superior: pesquisa documental

Abstract

Learning assessment is seen in different ways, depending on the teaching model considered. In the traditional perspective, the summative, classificatory aspect predominates. From a constructivist perspective, it is an uninterrupted diagnosis, which occurs throughout the teaching-learning process and promotes changes in it, therefore being considered a dynamic process. During her graduation from the Dentistry course at the Federal University of Alagoas, as well as in professional practice, acting as an administrative technician, in constant contact with teachers and students, this author identified a great appreciation of the quantitative (summative) aspect on the part of teachers at the Institution. But will this perspective be maintained throughout the semesters? Is the method used aimed at ensuring full learning? Is there feedback? In an attempt to better understand this process, it is necessary to question how the process of learning assessment and feedback occurs in this degree. This documentary research sampled the Course Plans of the Dentistry course subjects in the 2019.2 and 2020.2 academic periods. Through this analysis, it was possible to identify the evaluation process, as well as understand the evaluation perspective present in the Pedagogical Project of the Dentistry Course (PPC) at this Institution. We sought to identify the learning assessment process contained in the curricular matrix of the Dentistry course, investigate the presence of feedback, verify the most used types of assessment, describe the most frequent assessment instruments and observe the alignment of the assessment with the learning objectives. of specific disciplines. When analyzing the teaching objectives, a more practice-oriented course was identified, with a great diversity of active methodologies, concentrated in some disciplines. In relation to evaluation instruments, there is a greater emphasis on evaluating “showing how you do it” and “doing it”. Furthermore, it was found that most Course Plans refer to continuous, procedural assessment. As for feedback and self-assessment, forty-two Course Plans did not make reference to any of these categories. Therefore, the research results were presented to the Structuring Teaching Center, together with the product proposal: a Webquest on assessment and feedback using the Google Classroom platform, in order to promote reflection on the importance of feedback for learning, as well as providing alternatives for carrying it out, within Google Classroom.