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A pandemia provocada pela Covid-19 impactou a educação em todos os níveis de ensino, levando as instituições, os docentes e os alunos a responder rapidamente a uma mudança inesperada do ensino presencial para o ensino online. A transição “forçada”, de um regime para outro, criou desafios e gerou algumas tensões ao nível do ensino, da aprendizagem e da avaliação. Neste texto partilhamos uma experiência do tipo investigação-ação, que decorreu numa instituição pública de ensino superior, no âmbito de um curso de formação pedagógica “Fundamentar e Melhorar a Avaliação Pedagógica no Ensino Superior”, criado com o propósito de disponibilizar ferramentas que possam contribuir para a melhoria do processo pedagógico, particularmente no que se refere à avaliação. Para além da teorização que fundamenta a importância da formação pedagógica no ensino superior e a investigação-ação, fazemos a descrição e a avaliação do mesmo tendo por base um questionário para identificação de conceções e práticas de avaliação, o qual foi aplicado antes e depois da formação. A formação contou com sessões síncronas (na plataforma Zoom) e assíncronas (na plataforma Moodle) apoiadas em tarefas de ensino, avaliação e aprendizagem. As questões que orientaram este estudo são as seguintes: Quais os efeitos da investigação-ação, em ambiente digital, nas conceções de avaliação de um grupo de professores? Pode o ambiente digital ser facilitador de avaliação pedagógica com propósitos formativos?
The pandemic caused by Covid-19 impacted education at all levels of education, leading institutions, teachers, and students to respond quickly to an unexpected shift from face-to-face education to online education. The "forced" transition, from one regime to another, created challenges and some tensions in teaching, learning and evaluation. In this text we share an experience of the action research type, which took place in a public institution of higher education, within the framework of a pedagogical training course "Support and improve pedagogical assessment in higher education", created with the purpose of providing tools that can contribute to the improvement of the pedagogical process, particularly regarding assessment. In addition to the theorization that underlies the importance of pedagogical training in higher education and action research, we describe and evaluate it based on a questionnaire for identifying conceptions and assessment practices, which was applied before and after training. The training had synchronous (Zoom) and asynchronous (moodle) sessions supported by teaching, assessment and learning tasks. The questions that guided this study are: What are the effects of action research, in the digital environment, on the assessment concepts of a group of teachers? Can the digital environment be a facilitator of pedagogical assessment for training purposes?
The pandemic caused by Covid-19 impacted education at all levels of education, leading institutions, teachers, and students to respond quickly to an unexpected shift from face-to-face education to online education. The "forced" transition, from one regime to another, created challenges and some tensions in teaching, learning and evaluation. In this text we share an experience of the action research type, which took place in a public institution of higher education, within the framework of a pedagogical training course "Support and improve pedagogical assessment in higher education", created with the purpose of providing tools that can contribute to the improvement of the pedagogical process, particularly regarding assessment. In addition to the theorization that underlies the importance of pedagogical training in higher education and action research, we describe and evaluate it based on a questionnaire for identifying conceptions and assessment practices, which was applied before and after training. The training had synchronous (Zoom) and asynchronous (moodle) sessions supported by teaching, assessment and learning tasks. The questions that guided this study are: What are the effects of action research, in the digital environment, on the assessment concepts of a group of teachers? Can the digital environment be a facilitator of pedagogical assessment for training purposes?
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Avaliação pedagógica Investigação ação Digital Ensino superior Pedagogical assessment Action research Higher education
Pedagogical Context
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Universidade Aberta