<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0103-6831</journal-id>
<journal-title><![CDATA[Estudos em Avaliação Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Est. Aval. Educ.]]></abbrev-journal-title>
<issn>0103-6831</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0103-68312022000100228</article-id>
<article-id pub-id-type="doi">10.18222/eae.v33.9199</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[AUTOAVALIAÇÃO E HETEROAVALIAÇÃO: UMA ABORDAGEM PRÁTICA NO ENSINO SUPERIOR]]></article-title>
<article-title xml:lang="es"><![CDATA[AUTOEVALUACIÓN Y HETEROEVALUACIÓN: ENFOQUE PRÁCTICO EN LA EDUCACIÓN SUPERIOR]]></article-title>
<article-title xml:lang="en"><![CDATA[SELF-ASSESSMENT AND HETERO-ASSESSMENT: PRACTICAL APPROACH IN HIGHER EDUCATION]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[BOLZAN]]></surname>
<given-names><![CDATA[LARISSA MEDIANEIRA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[OTERO]]></surname>
<given-names><![CDATA[WALTER RUBEN IRIONDO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[BOTELHO]]></surname>
<given-names><![CDATA[RAFAEL MONTEIRO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Pelotas  ]]></institution>
<addr-line><![CDATA[Pelotas RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Pelotas  ]]></institution>
<addr-line><![CDATA[Pelotas RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Pelotas  ]]></institution>
<addr-line><![CDATA[Pelotas RS]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>33</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0103-68312022000100228&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0103-68312022000100228&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0103-68312022000100228&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Esta pesquisa-ação teve como objetivo compreender o impacto dos mecanismos de autoavaliação e heteroavaliação no ensino superior, por meio de abordagem prática num curso de engenharia. Para tal, foram realizadas experiências em cinco semestres, sendo três ocorridos presencialmente e dois como ensino remoto (devido à pandemia de covid-19), na mesma disciplina do curso superior de Engenharia de Produção de uma instituição pública de ensino no Brasil. Como principais resultados, observou-se que as práticas de heteroavaliação e autoavaliação proporcionaram transparência ao processo de avaliação, potencializaram o aprendizado dos acadêmicos e fizeram com que eles mantivessem o comprometimento na tarefa proposta.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Esta investigación-acción tuvo el objetivo de comprender el impacto de los mecanismos de autoevaluación y heteroevaluación en la educación superior por medio de un abordaje práctico en un curso de ingeniería. Para ello, se realizaron experimentos en cinco semestres; três de los cuales se realizaron presencialmente y dos como educación remota (debido a la pandemia de Covid-19), en la misma disciplina del curso superior de Ingeniería de Producción de una institución de educación pública en Brasil. Como principales resultados, se observó que los procesos de heteroevaluación y autoevaluación brindaron transparencia al proceso de evaluación, potenciaron el aprendizaje de los estudiantes y los hicieron mantener el compromiso en la tarea propuesta.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This research aimed to understand the impact of self-assessment and hetero-assessment mechanisms in a higher education engineering course, through a practical approach. To this end, experiments in the same discipline of the Production Engineering higher course of a public education institution in Brazil were carried out in five semesters, three of which took place in person and two as remote teaching (due to the Covid-19 pandemic). The main results show that the processes of hetero-evaluation and self- evaluation provided transparency to the evaluation process, enhanced students&#8217; learning and made them maintain their commitment to the proposed task.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[AUTOAVALIAÇÃO]]></kwd>
<kwd lng="pt"><![CDATA[HETEROAVALIAÇÃO]]></kwd>
<kwd lng="pt"><![CDATA[ENSINO SUPERIOR]]></kwd>
<kwd lng="pt"><![CDATA[ENSINO REMOTO.]]></kwd>
<kwd lng="es"><![CDATA[AUTOEVALUACIÓN]]></kwd>
<kwd lng="es"><![CDATA[HETEROEVALUACIÓN]]></kwd>
<kwd lng="es"><![CDATA[EDUCACIÓN SUPERIOR]]></kwd>
<kwd lng="es"><![CDATA[EDUCACIÓN REMOTA.]]></kwd>
<kwd lng="en"><![CDATA[SELF-ASSESSMENT]]></kwd>
<kwd lng="en"><![CDATA[HETERO-ASSESSMENT]]></kwd>
<kwd lng="en"><![CDATA[HIGHER EDUCATION]]></kwd>
<kwd lng="en"><![CDATA[REMOTE EDUCATION.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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