PINHEIRO, I. M. C. D.; http://lattes.cnpq.br/7024751892852909; PINHEIRO, Igor Matheus Castor Diniz.
Resumo:
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.