<?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>1414-4077</journal-id>
<journal-title><![CDATA[Avaliação: Revista da Avaliação da Educação Superior (Campinas)]]></journal-title>
<abbrev-journal-title><![CDATA[Avaliação]]></abbrev-journal-title>
<issn>1414-4077</issn>
<publisher>
<publisher-name><![CDATA[Publicação da Rede de Avaliação Institucional da Educação Superior (RAIES), da Universidade Estadual de Campinas (UNICAMP) e da Universidade de Sorocaba (UNISO)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1414-40772017000100271</article-id>
<article-id pub-id-type="doi">10.1590/S1414-40772017000100014</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Avaliação formativa no ensino superior: avanços e contradições]]></article-title>
<article-title xml:lang="en"><![CDATA[Formative assessment in higher education: progresses and contradictions]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Natália Luiza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendes]]></surname>
<given-names><![CDATA[Olenir Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Uberlândia  ]]></institution>
<addr-line><![CDATA[Uberlândia MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Uberlândia  ]]></institution>
<addr-line><![CDATA[Uberlândia MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<volume>22</volume>
<numero>1</numero>
<fpage>271</fpage>
<lpage>297</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1414-40772017000100271&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1414-40772017000100271&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1414-40772017000100271&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Neste trabalho, destacaremos alguns dados obtidos a partir de pesquisa sobre a avalia&#231;&#227;o das aprendizagens em cursos de gradua&#231;&#227;o da Universidade Federal de Uberl&#226;ndia (UFU) que t&#234;m a avalia&#231;&#227;o formativa como diretriz em seus projetos pol&#237;tico-pedag&#243;gicos. O objetivo da investiga&#231;&#227;o foi analisar os processos de avalia&#231;&#227;o das aprendizagens nesses cursos e verificar em que medida constituem uma avalia&#231;&#227;o para as aprendizagens, cumprindo seu papel pedag&#243;gico. O estudo foi desenvolvido em tr&#234;s etapas. A primeira consistiu na an&#225;lise documental dos projetos pol&#237;tico-pedag&#243;gicos dos cursos em quest&#227;o. Posteriormente, foram analisados os planos de ensino dos componentes curriculares ministrados nesses cursos. Na &#250;ltima fase da pesquisa, foram feitas entrevistas com professores(as) que demonstraram em seu plano de ensino mais ind&#237;cios de realizarem a avalia&#231;&#227;o formativa. Traremos, neste artigo, alguns elementos identificados na pesquisa, buscando provocar reflex&#245;es sobre as pr&#225;ticas avaliativas na Universidade. Antes disso, faremos algumas considera&#231;&#245;es sobre a l&#243;gica que fundamenta a avalia&#231;&#227;o educacional, bem como sobre o entendimento de avalia&#231;&#227;o formativa que embasa nossas an&#225;lises. De modo geral, foi poss&#237;vel verificar, com a investiga&#231;&#227;o, que houve um avan&#231;o, embora pequeno, no discurso da Institui&#231;&#227;o, por meio de seus documentos oficiais de planejamento. Alguns deles j&#225; explicitam a necessidade de a pr&#225;tica avaliativa ocorrer numa perspectiva formativa. Por outro lado, tanto nos planos de ensino quanto nas entrevistas foram identificados elementos incoerentes com os princ&#237;pios da avalia&#231;&#227;o formativa. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  In this paper, we point out some data obtained from research on learning assessment in undergraduate courses of the Federal University of Uberl&#226;ndia (Universidade Federal de Uberl&#226;ndia - 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.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Learning assessment]]></kwd>
<kwd lng="en"><![CDATA[Formative assessment]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação das aprendizagens]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação formativa]]></kwd>
<kwd lng="pt"><![CDATA[Ensino superior]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</back>
</article>
