The evaluation “is the ball turning on the wheel” reflections on evaluation practices at university

Abstract

The paper analyzes how action-collaborative research constitutes a space for dialogue and reflection on educational and evaluative practices in the university. It is a research dynamic developed with teachers from several areas of a public university in the state of Bahia, who regularly discuss their pedagogical practices in the contexts of teaching in which they work. For this article, we analyze the reflections made by a professor at the University's Department of Sciences, in order to understand how the teacher is inserted in a self-evaluation process through which she reveals and (re) defines her educational and evaluative practices in the context of chemistry teaching. As a methodological device, we used teacher narratives produced in the form of oral reports during a research group meeting. The results of the study show that, initially, the teacher conceives the evaluation of learning as a verification process, whose concern is the existence of a note as a reflection of learning. The sharing, exchange of experiences and self-assessment about practices in university teaching promote reflections that reverberate other ways of understanding and developing teaching at the university.