Avaliação da aprendizagem em cursos de licenciaturas: o que dizem os alunos formados

Abstract

The subject regarding the assessment of learning is in ongoing debates among experts, educators, trainers and researchers in the field with the most varied distinctions. This paper focuses on the assessment of teaching and learning in higher education, especially concerning undergraduate academic degree courses. A research of qualitative approach was accomplished and the instruments used for data collection were unstructured questionnaires. A bibliographic and documentary research was also achieved. We had the purpose of identifying the profile of the subjects, and afterwards their perceptions of assessment of learning, as well as the instruments used for this assessment during the period of their graduation, and their opinion about using the same methods with their students nowadays. The results revealed that the subjects presented an advanced conception of assessment of learning (diagnostic, formative and procedural) but mostly they were submitted to a traditional type of assessment of learning and curiously many of them said they would use the same method to evaluate their students. In conclusion, we make suggestions for further research to identify how these new teachers will evaluate their students and recognize their conceptions about assessment of learning.