Learning assessment in higher education
New discourses, old practices
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The object of this study was the assessment of learning in higher education, in the context of the Pedagogy Course at the State University of the Southwest (UESB) Jequié Campus. The aim was to analyse the assessment practices developed by higher education teachers, based on the relationships established with the curriculum. To this end, the theoretical framework that underpins this dissertation is based on studies by Stufflebeam and Shinkifield, Popham, Luckesi, Hoffmann, Vianna, Mendes and others. The research subjects were teachers and students on the course. The data was collected through ...
The object of this study was the assessment of learning in higher education, in the context of the Pedagogy Course at the State University of the Southwest (UESB) Jequié Campus. The aim was to analyse the assessment practices developed by higher education teachers, based on the relationships established with the curriculum. To this end, the theoretical framework that underpins this dissertation is based on studies by Stufflebeam and Shinkifield, Popham, Luckesi, Hoffmann, Vianna, Mendes and others. The research subjects were teachers and students on the course. The data was collected through interviews with the teachers, questionnaires applied to the students and documents on learning assessment from the Ministry of Education, the University and the Pedagogy course. Analysing the data revealed that the teachers have a concept of formative learning assessment, which serves the student's learning. However, the data showed that the assessment practices developed are centred on instruments such as tests, seminars and group work and favour group work as the assessment methodology, to the detriment of individual processes.
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