Concepções de avaliação de aprendizagem adotadas por professores do curso de Ciências Biológicas do Centro de Formação de Professores UFCG, sob a perspectiva dos estudantes.

Abstract

The evaluations of learning in the universities still take a positivist body with results. The theory of social representations for students the evaluations is important. The global conjuncture of globalization context and the assumption arose that transnational policies for education influenced by neoliberal economic logic. Goals analyze conceptions of evaluation of learning adopted by teachers from the perspective of the students. The research was carried out with students of the Biological Sciences course at the Center for Teacher Training (CPP) of the Federal University of Campina Grande (UFCG). To perform the study we used the online form of the TcoA-III questionnaire developed by Brown (2004). For the responses, the Likert scale (1932) was used, in which we assign values from 1 to 6 for each item of the scale to measure the degree of agreement. The questions were grouped into two categories: Quality Efficiency and Social Quality based on the theory of conceptual dichotomous conceptions of evaluation presented by Peifer (2012). For the data we calculated the Average Ranking (RM) of the value of the answers and obtained the following results for the Social Quality category (2,608) and for the Quality Efficiency category (3,336). The closer to 6 the RM is the higher the level of agreement of the students and the closer to 1 the smaller indicating that the conceptions about evaluation of the presented learning are aligned to a logic. In the complementary part of the questionnaire he observed that the instruments most used by the teacher were the seminars and tests, being reported that the latter were sometimes used as an instrument of punishment.