Resumen

SILVA, Rinaldo Henrique Aguilar da  y  SCAPIN, Luciana Teixeira. Use of formative evaluation in implementing problematization as a method of active teaching-learning. Est. Aval. Educ. [online]. 2011, vol.22, n.50, pp.537-552. ISSN 0103-6831.

The aim of this paper is to reflect on the implementation of an active teaching and learning methodology of problematization and the use of an educational evaluation of the process. Problematization has been used as a teaching strategy in order to form more critical and reflective professionals, who are capable of teamwork and learning together. In this process, evaluation becomes an essential part in the acquisition of knowledge itself and requires different skills and approaches from teachers and students. This study analyzes qualitatively the tools of evaluation that students filled out highlighting the positive and negative aspects of the process. It was possible to check the following aspects: 1) Understanding what educational evaluation is; 2) The role of the teacher in the evaluation process; 3) Evaluation itself as a learning moment; 4) The myths and fears about this kind of evaluation. In conclusion, one sees that, even though there are still great challenges, including the preparation of teachers, this model of education is in line with the profile of a medical school graduate, which the National Curriculum Guidelines recommend.

Palabras clave : Formative Assessment; Learning Processes; Vocational Training; Medicine.

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