Evaluation of School Learning in Preceptoral Training: Checks and Reverberations

  • Ailton Batista de Albuquerque Junior Federal University of Ceara (UFC), Brazil
  • Andréia Nunes de Sousa
  • Annalies Barbosa Borges
  • Oliveira Cristiane Simões
  • Edinilza Maria Anastácio Feitosa
  • Edite Batista de Albuquerque

Abstract

The assessment of school learning, even constituting as a set of practices indispensable to the teaching-learning process, is practiced in a wrong way on several occasions. In this sense, the present article sought to analyze the understanding that some students of the Degree Course in Chemistry of FACEDI / UECE have about evaluation. The research had a qualitative character, being developed initially making a bibliographical study on the subject and, later, a field study, in which an open interview was conducted. Data were categorized, studied and discussed. Through the analysis of the results, it was noticed that although some students demonstrate knowledge about the evaluation process, many still have a divergent conception of the real essence of the evaluation, understanding it, in many cases, only as a way to verify and quantify. knowledge, and not as a set of actions aimed at mediating and optimizing the educational process.
Published
Jan 1, 2020
How to Cite
JUNIOR, Ailton Batista de Albuquerque et al. Evaluation of School Learning in Preceptoral Training: Checks and Reverberations. European Journal of Social Sciences, [S.l.], v. 3, n. 1, p. 90-99, jan. 2020. ISSN 2601-8640. Available at: <http://journals.euser.org/index.php/ejss/article/view/4609>. Date accessed: 07 apr. 2020. doi: http://dx.doi.org/10.26417/ejss.v3i1.p90-99.