The evaluation of learning will always be a recurring theme in research of educational sciences, because it is part of the teaching profession as a whole, today we can no longer think of evaluation without reflecting on the whole teaching-learning process. However we know that beliefs and social factors also impact on educational change, such as the technological integration in contemporary education, so we consider changes in the way teachers assess learning in their students. Therefore, this academic work addresses the topic assessment of learning in higher education distance. We intend to investigate teachers' conceptions about the evaluation practice in public institutions of higher education in Recife; beyond the initial question, we intend to describe the history, concepts and learning assessment of typology in the Educação a distância (Distance education) - (EAD); as well as to demonstrate the regulation and functionality of distance learning in Brazil; identify the path, concepts, classifications and concepts of the application of technology in education, mapping and analyzing the views of teachers on the assessment of learning in distance education. In this investigation we initially coordinate a discussion with authors that focus on the subject, and current reports of professionals that address the academic productions on the assessment of learning in distance education supported by the scientific literature consulted. After the analysis found that teachers' conceptions about the assessment of learning concatenate with the authors consulted, which call for paradigm shifts of the institutions and actors of education. We identified a lack of understanding of the types of assessment presented in this literature by teachers. We note the convergence in the design of thinkers and teachers on the evaluation hybridity (on-site assessment & distance evaluation) and the imperative of classroom assessment in distance education. When it comes to the TIC, teachers revealed that there is a preparation for them to use the technology to the detriment of the students, and this makes it difficult to access. As for the instruments used to evaluate the distance, we found that the most commonly used is the computer, while resources are: virtual learning environment (Moodle), the webquest and chats and it is through these that it encourages students' participation in building texts and concepts; Question on the experiences acquired in the EAD, teachers revealed that the most enriching were the intellectual levels, curriculum and staff at the expense of career advancement. This research aims in the context of Educational Sciences, to promote: the necessary inclusion of the topic "Evaluation typology" in undergraduate courses; greater academic reflection on the imperative of classroom assessment in distance education; the extent of computer literacy program, for apprentices and the revision of educational policies that attempt to facilitate the progression EAD teacher career in Brazil.
Date of Award | 2015 |
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Original language | Portuguese |
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Supervisor | Dulce Franco (Supervisor) |
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- DISTANCE LEARNING
- BRAZIL
- EDUCATION
- STUDENT ASSESSMENT
- TEACHERS
- HIGHER EDUCATION
- INFORMATION AND COMMUNICATION TECHNOLOGIES
- EDUCATIONAL PRACTICES
- RECIFE
- TID:201147734
Avaliação da aprendizagem no ensino superior a distância: análise das concepções docentes acerca da prática avaliativa em instituições públicas de Recife-PE
Santos, J. M. D. (Author). 2015
Student thesis: Master's Thesis