Evaluation: experience in the pedagogy course at UFCG's Cajazeiras-PB campus

Abstract

This article aims to analyze the experience of a teacher in the subject Assessment of Learning, offered in day and night classes, to students of the Pedagogy course of the 5th period, from the Teacher Training Center (CFP), Cajazeiras campus, Universidade Federal de Campina Grande (UFCG), in the semester 2017-1. In view of the above, the following questions arose: what are the teaching experiences that influence the construction of the concept of learning evaluation? How does this knowledge of experience interfere in the activities related to the formation of the undergraduate student to carry out the evaluation of learning, considering the variables (conceptions, strategies and instruments)? Methodologically, we conducted a bibliographic research, with documentary data, collected from class diaries, field diaries and photographs, which were analyzed in a qualitative approach. For this, we based ourselves on theoreticians such as Hoffmann, Luckesi, Vasconcellos, among others. As results we identified that the educator's perception of the theme and his/her experiences with the subject, influence the selection of the theoretical basis and the approach of the contents referring to learning evaluation. Moreover, with the interventions proposed by the teacher (study of texts, audiovisual resources, debates, scientific production, and extension activities), the students reflected on their conceptions about the educational approach, which were initially focused on the examination/classification, and progressively built visions/perceptions about formative and diagnostic evaluation from the perspective of social promotion in favor of learning.