Resumen

SILVA, Natália Luiza  y  MENDES, Olenir Maria. Formative assessment in higher education: progresses and contradictions. Avaliação [online]. 2017, vol.22, n.1, pp.271-297. ISSN 1982-5765.  https://doi.org/10.1590/S1414-40772017000100014.

In this paper, we point out some data obtained from research on learning assessment in undergraduate courses of the Federal University of Uberlândia (Universidade Federal de Uberlândia - UFU) which have formative assessment as a guideline in their political-pedagogical projects. The objective of investigation was to analyze the assessment processes of learning in these courses and to check to what extent they are also part of learning, fulfilling their pedagogical role. The study was conducted in three stages. The first stage constituted the documentary analysis of political-pedagogical projects of the courses in question. Secondly, the teaching plans of syllabus components taught in these courses were analyzed. The last stage of the research consisted of interviews with professors who showed in their teaching plans more indications of putting formative assessment in practice. In this paper, we present some elements identified in the research, trying to cause reflection on assessment practices at the University. Before that, we make some considerations about the logic basing the educational assessment as well as about the understanding of formative assessment basing our analysis. On the whole, it was possible to check with this research that there was a progress, though small, on the Institution's discourse, through its official planning documents. Some of them have already made explicit the need that the assessment practice occurs in a formative perspective. On the other hand, incoherent elements with the principles of formative assessment were identified both the teaching planes and the interviews.

Palabras clave : Learning assessment; Formative assessment; Higher education.

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