Resumen

BERBEL, Neusi Aparecida Navas; OLIVEIRA, Cláudia Chueire De  y  VASCONCELLOS, Maura Maria Morita. Práticas avaliativas consideradas positivas por alunos do Ensino Superior: aspectos didático-pedagógicos. Est. Aval. Educ. [online]. 2006, vol.17, n.35, pp.135-158. ISSN 0103-6831.

This study reports on part of an investigation concerning learning evaluation in Teaching Accreditation Courses, by means of a Problematization Methodology. The problematization focused on positive evaluation practices of 48 teachers as pointed out by students in a previous research.  Explanatory factors for such evaluation practices and possible didactic-pedagogical lessons elicited from them were researched. In the interviews, two groups of aspects were identified: those revealing signs of change in evaluation practices and the types of evaluation practices adopted, including their combinations and features. The lessons derived from the analyses, based on available literature, value practices which focus on supervision and accompaniment of students aiming at fostering their learning; the   inextricable link between evaluation and teaching methodology, and evaluation practice allied to a high level of demand. It was also found that continuity and rupture movements in evaluation bring them close to formative evaluation.

Palabras clave : Learning Evaluation; Positive Evaluation Practices; Higher Education; Problematization Methodology.

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