Avaliação da aprendizagem: concepções dos docentes de Secretariado Executivo

Abstract

Assessment of learning is not just apply objective evidence and/or subjective, seminars, among other instruments, but should be a continuous process. Higher education has taken a path that objective processes of teaching and learning in context. This work aims at investigating the conceptions of learning evaluation from the perspective of the faculty of the Executive Secretariat. Therefore, we conducted a qualitative research from a literature, based on these autors: Luckesi (1998), Firm (1994), Lima (1994), Perrenoud (2000), Oliveira (2003), Florencio (2004), Cerqueira (2008), Gil (2010), Rosado and Silva (2012) among others, and a field survey, whose universe was composed of teachers of the Executive Secretariat. The nationwide survey was applied to twenty faculty graduates Executive Secretariat and institutions active in Brazilian Higher Education. Data collection was done between 1st to July 10th , through a questionnaire. After analyzing the data, it was noticed that the teachers of the courses of the Executive Secretariat seek knowledge constantly, including reviews and tissues left teacher training that had completely divergent from what leads someone to understand well about it. The participants appear to be flexible to tailor their assessments according to the students when necessary. Teachers showed knowledge of the subject, although only few of them have some training in education.