Autoavaliação na Disciplina de Programação Orientada a Objeto.

Abstract

Feedback is very important for the accretion and fixation of knowledge, but teachers are not always able to provide a timely response to students. Thus, the present work analyzes the applicability of self-assessment as a possible feedback instrument. The experiment counted on 48 Computer Science students who underwent self-evaluation in one of the proposed object-oriented programming course exercises, in the 2019.1 academic year of the Federal University of Campina Grande (UFCG). We found that, with the help of a correction guide, about 66.67% of the students performed an evaluation very close to that of the teacher, which means that the evaluation scores differ by up to 1 point, to verify a correlation between the weighted average of the grades attributed by the students and the final average attributed by the teachers of 0.817, indicating a strong positive relation. In cases of divergence above a point, the students evaluated themselves more rigorously than the teacher of the discipline. The positivity and facilitation of this method in the CS2 course is shown to aid in the reduction of feedback time for students, and it is necessary to carry out further evaluations, for subsequent implementation within the methodologies of the UFCG programming disciplines.