Banca de DEFESA: DAYSE PATRÍCIA PEREIRA BARBOSA

LEARNING ASSESSMENT INSTRUMENTS IN EDUCATION HIGHER: Interfaces with the Conceptions of Teachers in the Scenarios of Distance Education and Remote Learning

Assessment Instruments, Teaching Concepts, Distance Education, Emergency Remote Teaching.

The assessment of learning in Higher Education is a relevant topic, especially when we look at the challenges faced by teachers in the context of the Covid-19 pandemic. In this context, reflections on assessment approaches and instruments have become necessary, with a view to resizing the teaching and learning processes mediated by Digital Information and Communication Technologies - DICT. The expansion of technological tools, which support innovative practices, offers a wide range of possibilities for teachers to carry out various activities. Innovation is understood here as an improvement in the teaching-learning processes and, consequently, in the assessment of learning. In this perspective, this research proposed to analyze the teachers' conceptions about the choice of evaluative learning instruments in the contexts of Distance Education and Emergency Remote Teaching. As for the theoretical contribution, the research was guided by approaches that discuss learning assessment, such as: studies by Libâneo (1994), Haidt (1995), Perrenoud (2007), Hoffmann (2014), Luckesi (2018), Araújo (2013), and, as a theoretical contribution, in the fields of Distance Education and Digital Technologies, we used the approaches of: Tori (2010), Padilha (2010), Moran (2015), Amante (2016), Cerutti (2017), Oliveira (2018), Araújo (2019), Kenski (2019), Santos (2021), among other authors. The data were constructed in three complementary stages, inserted in a qualitative research approach, in which the following were used: an electronic questionnaire related to the participants' registration data, semi-structured interviews and systematic non-participant observation for immersion in the virtual rooms used by the professors participating in the research . With regard to methodology, the research is of a qualitative nature and is characterized as descriptive because it proposes “the exploration of real-life situations whose limits are not clearly defined'' (GIL, 2019). Data were analyzed using Bardin's (1977) content analysis. As a product, a Technical-Didactic Notebook was prepared, containing strategies and evaluative instruments that serve as methodological support for teachers regarding the use of technologies.