Avaliação da aprendizagem no ensino superior: experiências dos discentes do curso de Pedagogia do campus III da UFPB

Abstract

This final paper aims to verify how students of the Pedagogy Course at Campus III of UFPB analyze their experiences in relation to the evaluation processes proposed by the professors of the aforementioned course. Higher education is not free from problems when it comes to evaluation. It is possible to perceive situations historically identified in Basic Education, such as inadequate instruments, lack of preparation of teachers, exclusive use of tests, competition, exclusion or use of evaluation as a measurement or comparison instrument among students. Hence the need and concern to better understand the role of evaluation in the teaching and learning process in higher education, so that these practices can be overcome and directed towards more formative and procedural practices. The qualitative approach research used the questionnaire as an instrument to collect data, which were applied to students from different periods of the Pedagogy course. The results indicated that there is a predominance of more traditional instruments, such as the test, to the detriment of evaluation instruments of a more procedural and formative nature. Graduating students and those who have recently joined the course support the proposal that it is necessary to diversify assessment strategies so that teachers' discourse and theoretical studies are coherent and promote experiences of new assessment practices. Experiencing new assessment experiences can lead teachers in training to transformative and inclusive pedagogical practices in the exercise of their profession.