Assessment practices in a Differential and Integral Calculus course in the remote classes: aspects highlighted
Among the diversity of challenges that the remote classes revealed in the educational sphere, we seek in this article to discuss assessment practices implemented in Higher Education over three academic periods in a Differential and Integral Calculus course. Content Analysis was the methodological co...
| Autores: | , , |
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2022 |
| País: | Brasil |
| Recursos: | Sociedade Brasileira de Educação Matemática, Brasília (SBEM-DF) |
| Repositório: | Revista de Educação Matemática (Online) |
| Idioma: | português |
| OAI Identifier: | oai:ojs2.www.revistasbemsp.com.br:article/59 |
| Acesso em linha: | https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/59 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Educação Matemática Ensino Superior Instrumentos de Avaliação Educación Matemática Enseñanza Superior IInstrumentos de Evaluación Mathematics Education Higher Education Assessment instruments |
| Resumo: | Among the diversity of challenges that the remote classes revealed in the educational sphere, we seek in this article to discuss assessment practices implemented in Higher Education over three academic periods in a Differential and Integral Calculus course. Content Analysis was the methodological contribution that allowed the treatment of data obtained from a class of the first term of 2021, aiming to understand which aspects, in the students' view, can be evidenced in the use of different assessment instruments implemented in a discipline developed in the remote context? From subcategories emerging from an exploratory reading of the data, convergences between them were evidenced, which resulted in the construction of categories: positive and negative aspects of the use of different assessment instruments. Discussions about each category show us a certain complementarity of the assessment instruments used in this design and, by giving voice to students, the teacher has the opportunity to reflect on the very act of assessing. |
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