O processo de avaliação da aprendizagem na formação dos estudantes da licenciatura em Química do IFBA Campus Vitória da Conquista

Abstract

Learning assessment can be understood as a set of steps through which the student's teaching and learning processes will be analyzed, and is therefore fundamental to decisions about the pedagogical actions to be carried out. Sometimes, educational institutions are more interested in the pass or fail percentage than in student learning. Analyzing the context of the classroom, concerns arose regarding the evaluation processes of learning, initially, through the Institutional Teaching Initiation Scholarship Program (PIBID), later, through the evaluation process of the course's curricular components Degree in Chemistry from the Federal Institute of Education, Science and Technology of Bahia campus Vitória da Conquista. The methodology used was based on a qualitative approach. The Action Research method was used, through the investigative process of the study, which involves action and critical reflection on learning assessment processes. In this way, the research had the general objective of analyzing the process of evaluating learning in the training of Chemistry Degree students at the IFBA campus Vitória da Conquista. To better achieve the research objective, as an instrument for collecting information, document analysis, questionnaire application, specific participation between the researcher and people involved in the situation investigated were chosen, through a Workshop on Learning Assessment. Among the conclusions, it was possible to analyze and understand how the students' evaluation process is carried out, with considerations and identifications of the challenges that involve the evaluation of learning. The students demonstrated that they understood that the assessment of learning needs to be a stage where monitoring takes place, being the word that appeared most prominently in the students' responses during the research. When answering the questionnaire, 81.6% of students cited written assessment (tests and tests) as the instrument most frequently used by students during their undergraduate studies. Furthermore, the study was developed in accordance with CNS Resolution 466/12, which presents the guidelines and regulatory standards for research involving human beings, respecting the principles of autonomy, beneficence, non-maleficence, justice and equity.