Estratégias utilizadas pelos professores na avaliação da aprendizagem no curso de Letras/Inglês na modalidade a Distância na UFAL

Abstract

In EaD, the strategies used for the evaluation of learning are the tools available in the AVA, being selected can become didactic resources establishing evaluative criteria to diagnose the development of the student. In view of this, we sought to answer the learning assessment strategies used by AVA / Moodle teachers in the first EaD Course in Letters / English, offered by the Federal University of Alagoas - UFAL, within the Open University of Brazil (UAB) system. The objectives were: to identify the tools in the AVA Moodle / UFAL used by the teachers that contributed to the evaluation of the learning; Analyze the types of assessment used in AVA; and Analyze the evaluation processes constituting the PPP and the Discipline Plan. The research presents a case study with a qualitative approach, in which the instruments of data collection were: the documentary analyzes and the questionnaire carried out with 10 teachers of the analyzed course, in the period from 2015.1 to 2016.1. As a pioneer EaD course in English language, the result of the study showed that the tools used as didactic resources: individual task, group activity and the questionnaire were little used by teachers. While the chat and mainly the discussion forum were the most used as strategies of evaluation of learning by the teachers of the course. Regarding the type of evaluation, there was a predominance of the somative, with preference for the presence evaluation, even though it was not part of the AVA.