Redefining learning assessment as a practice of freedom
The present study aims to describe the redefining of the understandings of teachers in initial training with regard to assessment. The present case study used a qualitative, exploratory-descriptive methodology. A total of 29 teachers in training at a Chilean university took part. Information was col...
| Autores: | , , |
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2024 |
| País: | Brasil |
| Recursos: | Fundação Carlos Chagas (FCC) |
| Repositório: | Cadernos de Pesquisa (Fundação Carlos Chagas. Online) |
| Idioma: | espanhol |
| OAI Identifier: | oai:ojs.publicacoes.fcc.org.br:article/10121 |
| Acesso em linha: | https://publicacoes.fcc.org.br/cp/article/view/10121 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Assessment Learning Autonomy Initial Teacher Training Evaluación Aprendizaje Autonomía Formación Inicial Docente Avaliação Aprendizagem Autonomia Formação Inicial Docente Évaluation Apprentissage Autonomie Formation Initiale des Enseignants |
| Resumo: | The present study aims to describe the redefining of the understandings of teachers in initial training with regard to assessment. The present case study used a qualitative, exploratory-descriptive methodology. A total of 29 teachers in training at a Chilean university took part. Information was collected through interviews before and after the implementation of a training process based on the assessment-as-learning approach. There were changes in understandings and practices, particularly awareness of the social and continuous nature of assessment. The conclusion is that assessment-learning as a practice of freedom emerges from collaborative and democratic spaces and implies a liberation from the fear of error and the need for external control. |
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