Perceção dos docentes universitários sobre a qualidade das tarefas de avaliação dos resultados da aprendizagem
DOI:
https://doi.org/10.30827/relieve.v29i1.27404Palavras-chave:
Avaliação, Aprendizagem, Ensino SuperiorResumo
Avaliar a consecução dos resultados de aprendizagem exige um alinhamento construtivo entre ensino, avaliação e aprendizagem, no qual se destaca a importância de conceber tarefas de avaliação que cumpram as condições de qualidade suficientes para potenciarem a aprendizagem do estudante. Este estudo foi realizado com a finalidade de analisar a perceção dos professores universitários sobre as características das tarefas de avaliação que concebem na sua prática de avaliação. O estudo seguiu uma metodologia mista (design sequencial exploratório) utilizando o questionário RAPEVA-Autorrelato dos professores sobre a sua prática na avaliação de resultados da aprendizagem. Recolheu-se a opinião de 416 professores de seis universidades públicas de diferentes comunidades autónomas espanholas. A transparência, através da informação fornecida aos alunos, e a profundidade das tarefas são os dois aspetos mais salientados pelo pessoal docente. Por outro lado, o feedback ou a participação dos estudantes nos processos de avaliação são aspetos menos considerados pelos professores. É de salientar as diferenças de perceção detetadas em função da universidade, do âmbito de conhecimento e do grau de segurança e satisfação com o sistema de avaliação. De acordo com os resultados, oferecem-se linhas de investigação futuras que favoreçam uma maior compreensão das práticas de avaliação no ensino superior.
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