Abstract

SOUZA, Nadia Aparecida de  and  BORUCHOVITCH, Evely. Avaliação da aprendizagem e motivação para aprender: tramas e entrelaços na formação de professores. ETD [online]. 2009, vol.10, n.numeroespecial, pp.204-227. ISSN 1676-2592.

The evaluation of learning can be either classificatory or formative. The prevalence of the first one over the second usually condemns students to poor achievement performance as it can be observed in national and international examinations. Though the educational discourse seems to acknowledge the important role of learning evaluation as a process, what indeed happens in practice is the classificatory approach targeted at identifying and separating those who had learned from those who had not. The concern with the consequences of the classificatory evaluation especially in regard to motivation to learn led to the construction of the objective of the present study: to map and to analyze the implications of pre-service teachers ´conceptions of evaluation in relation to their motivation to learn. The quanti-quali research was based on a hybrid methodology, the case study. Data were collected through questionnaires and interviews and examined by the procedures of classical content analysis. Results seem to indicate relations between classificatory evaluation, extrinsic motivation and superficial approaches to learn, as well as between formative evaluation, intrinsic motivation and deep approaches to learn.

Keywords : Learning Evaluation; Motivation to Learn; Learning Strategies; Pre-Service Teachers Formation.

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