Avaliação das aprendizagens: uma proposta de formação para licenciados em ciências biológicas.

Abstract

The present master's research had os its object of study the knowledge about the evaluation of learning in the initial formation of the Licentiate in Biological Sciences, specifically regarding the possibilities that a training course can bring to face the theoretical-practical dichotomy of knowledge in the evaluation of learning of these graduates. The question that guided the research was: What contributions (effects) can a training course on learning assessment, based on integrated teachingassessment-learning planning, provide for the initial training of undergraduates in Biological Sciences at UEPG? Its general objective was to analyze how a training course on assessment of learning, based on integrated teaching-assessment-learning planning, could contribute to the training (construction of knowledge in assessment) of undergraduates in Biological Sciences. And, the specific objectives outlined to achieve it were: to carry out a systematic review of the literature on the assessment of learning in the area of Biological Sciences; identify previous knowledge of assessment of the learning of undergraduates in Biological Sciences; discuss theoretical-practical assumptions about learning assessment (concepts, methodologies, techniques, criteria, rubrics and instruments) in an online course carried out during the research; describe the possible contributions and limitations of the course carried out by the undergraduates for their training (knowledge) on learning assessment. It is based on the theoretical assumptions of the assessment of learning based on studies by Fernandes (2009, 2010, 2011, 2019, 2020), Guba and Lincoln (1989), Lopes and Silva (2020) etc. Regarding the methodological aspects, this research starts from a qualitative approach of the descriptive/interpretative type. Data collection was carried out from an online questionnaire prior to and after the training course; video recordings of the synchronous meetings of the course and the integrated planning proposals prepared by the undergraduates. Data analysis was performed using Discursive Textual Analysis (DTA). The results revealed the need for greater depth in relation to the theoretical and practical foundations of learning assessment and teaching planning in the degree in Biological Sciences. The course carried out brought reflections on the importance of criteria and rubrics, the foundations of formative and summative assessment, the role of feedback in formative assessment, the use of diversified assessment instruments, as well as the place that assessment needs to occupy in planning integrated teaching-assessment-learning. It is considered that the training course provided reflections, deepening and refinement of concepts and perspectives on the evaluation of the students' learning, at the same time that it highlighted the complexity of the evaluation praxis in the initial training of the undergraduate student in Biological Sciences