Práticas de Ensino, de Avaliação e relações com a Aprendizagem: Uma Discussão acerca das Representações de Professores e Alunos da Universidade de Évora

Abstract

Studies of learning assessment in higher education are very important when you consider the high repetition and dropout rates of students in Portugal. Conceptualizing plans to change in the practices of teaching and assessment will be necessary to know in depth what teachers and students think and do in the areas of teaching and assessment. In recent years there has been an obvious interest in investigating topics such as: a) the involvement and participation of students in assessment processes, b) diversification and utilization of innovative strategies for evaluation, c) the systematic use of feedback, d) tensions and relations practices resulting from formative and summative assessment. However, the research carried out in higher education is still quite scarce, taking into account the need to understand a number of crucial issues that will improve student learning. In the specific case of Portugal, the so-called Bologna process requires higher education institutions to question the practices of teaching and assessment and, consistently and sustainably rebuild the roles and actions of students and teachers. It is precisely in this context that is relevant to know and understand the representations supported by teachers and students teaching on matters as important as teaching, assessment and learning development. This communication, inserted in a larger study in which it was intended to understand the relationship between knowledge, representations and experiences of teachers, the way they organize teaching and learning and promote the evaluation, results of analysis of the results of a questionnaire survey, to know and understand the representations in the fields of teaching, assessment and learning, applied to teachers and students. The survey used a Likert scale and was organized into three areas: a) Teaching b) learning c) Evaluation.