A formação em avaliação da aprendizagem no curso de Licenciatura em Ciências Biológicas da Universidade Estadual de Ponta Grossa (UEPG): percepção dos acadêmicos

Abstract

This research had as its object of study the training of undergraduate students in Biological Sciences in Learning Assessment. The research issue consisted of: Which perceptions do the undergraduate students in Biological Sciences at UEPG have about initial training in Learning Assessment? Based on the question, the general objective was to analyze the perceptions of undergraduates in Biological Sciences about the domain (knowledge) of Learning Assessment provided during their initial training. The specific objectives were: a) to identify the perception of students in the 3rd and 4th years of the Biological Sciences course at UEPG on initial training in Learning Assessment; b) describe their perceptions about the initial training in Learning Assessment; c) point out strengths and weaknesses about initial training in Learning Assessment considering the perceptions of undergraduates. The theoretical framework has a pluralist epistemological perspective, using the texts of Domingos Fernandes (2009; 2020), Guba and Lincoln (1989), and Depresbiteris and Tavares (2009), among others, as references for Learning Assessment. As for the methodological aspects, this research has a qualitative approach of the descriptive/interpretive type. Data collection was carried out from document analysis, questionnaires, and interviews. Data analysis used Discursive Textual Analysis with the support of the Iramuteq software. This research identified that the undergraduates of Biological Sciences demonstrate that they have a technical perception of the Learning Assessment centered on the valorization of the evaluation instruments, in addition to demonstrating a weakened training concerning the theoretical foundations of assessment. There are signs of formative assessment in the course, even if superficially, in the pedagogical training disciplines. It was concluded that the course lacks training spaces in Learning Assessment with an appreciation of contemporary theoretical contributions so that training in Learning Assessment occurs coherently and contributes both to initial training and to the future teaching performance of undergraduates in Biological Sciences.