Educational assessment in teacher’s formation course projects: a research on the state of knowledge
This article presents the results of a bibliographic investigation about how educational assessment is contemplated in the Pedagogical Projects of Courses - PPCs of teaching degree courses. The study is characterized as qualitative and quantitative research, from the state of knowledge perspective....
| Autores: | , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Recursos: | Universidade Estadual Paulista "Júlio de Mesquita Filho" (UNESP) |
| Repositorio: | Revista Política e gestão educacional |
| Idioma: | portugués inglés |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/15045 |
| Acesso em linha: | https://periodicos.fclar.unesp.br/rpge/article/view/15045 |
| Access Level: | acceso abierto |
| Palavra-chave: | Avaliação educacional Projeto pedagógico de curso Licenciaturas Educational evaluation Pedagogical course projects Undergraduate degrees Evaluación educativa Proyecto pedagógico de curso |
| Resumo: | This article presents the results of a bibliographic investigation about how educational assessment is contemplated in the Pedagogical Projects of Courses - PPCs of teaching degree courses. The study is characterized as qualitative and quantitative research, from the state of knowledge perspective. The time frame comprises the years between 2009 and 2019, with the bibliographic material being collected in the following databases: Digital Library of Theses and Dissertations (BDTD); CAPES Theses and Dissertations Catalog; online libraries of postgraduate programs in (educational) assessment; Google and Scientific Electronic Library Online (SciELO). The results found in the inventoried works reveal that the evaluation appears in an exact way in the course documents, as a discipline, or in the menu of other disciplines. The gap between being present in the PPC versus the teacher´s practice evaluation stands out, as it is not clear whether these are based only on the evaluation to verify learning or on the evaluation to promote learning. |
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